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!
-
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
*
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!
Child Preferences
Child preference is a key component of the UDL principle of engagement. This in-service suite offers strategies for using child preferences to help increase the participation of children who need more support or challenge. Links to supporting materials are provided, including tips, tools, and resources for teachers, supervisors, and trainers.
Organization/Author: Early Childhood Learning and Knowledge Center (ECLKC)
Type of Resource: Video and Facilitators Guide
Publication Date: 2024
Building Inclusive Child Care
This 12-minute video provides an overview of UDL, then shows how UDL is incorporated in the infant/toddler, preschool, and kindergarten classrooms at the Northampton Community College lab school.
Organization/Author: Northampton Community College Lab School
Type of Resource: Video
Publication Date: 2019
Activity Simplification
Watch this suite to discover strategies for simplifying activities to increase participation of children who need more support or challenge. Links to supporting materials are provided, including tips, tools, and resources for teachers and trainers.
Organization/Author: Early Childhood Learning and Knowledge Center (ECLKC)
Type of Resource: Video and Facilitators Guide
Publication Date: 2024
Culturally Responsive Teaching
Culturally Responsive Teaching
A short article that introduces Culturally Responsive Teaching and the work of Zaretta Hammond.
Organization/Author: National Equity Project
Type of Resource: Blog
Publication Date: Unknown
Critical Practices for Anti-Bias Education
Critical Practices for Anti-Bias Education
This guide offers practical strategies for creating a space where academic and social-emotional goals are accomplished side by side in an educational setting. It also provides advice for how teachers can implement culturally responsive pedagogy and bring anti-bias values to life. Critical Practices for Anti-Bias Education are organized into four sections: Instruction, Classroom Culture, Family and Community Engagement, and Teacher Leadership. In each section, you can explore recommended practices, find helpful explanations and learn how each practice connects to anti-bias education. A companion website offers additional resources.
Organization/Author: Perspectives for a Diverse America and Teaching Tolerance
Type of Resource: Report
Publication Date: 2014
Crying and Laughing: The Emotional Development of Infants and Toddlers
Link: https://media.edweb.net/edWebinar/?view=20201028edweb32
A 60 minute recording of an overview of the book, Crying and Laughing: the Emotional Development of Infants and Toddlers.
Organization/Author: Dr. Donna Sasse Wittmer, Gryphon House Webinar
Type of Resource: Webinar
Publication Date: 2020
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
Using a Universal Design for Learning Framework to Enhance Engagement in the Early Childhood Classroom
This article from the Journal of Special Education Apprenticeship offers ideas for using UDL in inclusive settings that align with both NAEYC and DEC practices.
Organization/Author: Marla J. Lohman, Katrina A. Hovey, and Ariane Gauvreau
Type of Resource: Article
Publication Date: 2018
Take a Look! Visual Supports for Learning
Take a Look! Visual Supports for Learning
With pictures and words, this article defines visual supports and shows how they help all children to understand rules and expectations, engage in daily routine, navigate transitions, communicate thoughts, feelings and needs, and increase independence in child care routines and activities.
Organization/Author: Bonnie Blagojevic, Mary Ellin Logue, V. Susan Bennett-Armistead, Billie Taylor, and Erika Neal, Teaching Young Children
Type of Resource: Article
Publication Date: unknown
Integrating Principles of Universal Design into the Early Childhood Curriculum
Integrating Principles of Universal Design into the Early Childhood Curriculum
The authors offer examples and recommendations for how teachers of young children can support each young learner in diverse early learning settings by using Universal Design for Learning.
Organization/Author: Laurie A. Dinnebeil, Mary Boat, and Youlmi Bae, Dimensions of Early Childhood
Type of Resource: Article
Publication Date: 2013
DEC Recommended Practices in Early Intervention/Early Childhood Special Education 2014
DEC Recommended Practices in Early Intervention/Early Childhood Special Education 2014
The DEC Recommended Practices highlight those practices specifically known to promote the outcomes of young children who have or are at risk for developmental delays/disabilities and to support their families in accordance with the DEC/NAEYC (2009) position statement on early childhood inclusion. Universal Design for Learning principles are specifically highlighted as a practice to create accessible environments (E1).
Organization/Author: Division for Early Childhood Education
Type of Resource: Recommended Practices
Publication Date: 2014
Supporting Play Video Collection
Supporting Play Video Collection
Research shows that play is central to young children's learning. During play, children use language, develop social skills, solve problems, practice motor tasks, and engage in creative thinking. Adults can support children's learning through play by using a number of strategies. The videos and resources provide ideas and guidance in supporting children's learning and development through play.
Organization/Author: Center for Early Childhood Education at Eastern Connecticut University
Type of Resource: Video Collection with Reflection Questions
Publication Date: unknown
It Can Be Done! Strategies for Embedding Anti-bias Education into Daily Programming
It Can Be Done! Strategies for Embedding Anti-bias Education into Daily Programming
This article focuses on short and long term strategies that educators can use to bring the four goals of anti-bias education to the classroom.
Organization/Author: Debbie LeeKeenan and Betty Allen
Type of Resource: Article
Publication Date: 2017
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
Planning for Individuality in Preschool Spaces
Planning for Individuality in Preschool Spaces
Children enter preschool with a variety of knowledge, experiences, and abilities. As part of developmentally appropriate practice (DAP), early childhood educators are called to individualize their teaching strategies and curricula to meet these specific needs and contexts. This article explores what this looks like in practice.
Organization/Author: Jessica Grione-Hopkins and Christina Mirtes, Teaching Young Children, NAEYC
Type of Resource: Article
Publication Date: 2024
Highly Individualized Teaching and Learning
Highly Individualized Teaching and Learning
This training series focuses on individualizing, including curriculum modifications and embedded learning.
Organization/Author: Early Childhood Learning and Knowledge Center (ECLKC)
Type of Resource: Training
Publication Date: 2020
Supporting Individual Needs Video Collection
Supporting Individual Needs Video Collection
The videos and resources provide ideas and guidance on how to differentiate for student's unique needs and support their learning and development in the early childhood classroom.
Organization/Author: Center for Early Childhood Education at Eastern Connecticut University
Type of Resource: Video Collection with Reflection Questions
Publication Date: unknown
Brain-Building Through Play: Activities for Infants, Toddlers, and Children
Brain-Building Through Play: Activities for Infants, Toddlers, and Children
This handout series, developed with support from the LEGO Foundation, provides suggestions for games and play-based activities based on a child’s age. The activities for younger children are designed for adults to engage in with children. Activities for later ages allow the adults to step back, enabling children’s independence to blossom as they transition to playing more often with peers.
Organization/Author: Center on the Developing Child, Harvard University
Type of Resource: Toolkits
Publication Date: unknown
NAEYC’s Developmentally Appropriate Practice (DAP) Position Statement
NAEYC’s Developmentally Appropriate Practice (DAP) Position Statement
These sections of NAEYC’s DAP Position Statement focus on creating a caring, equitable community of learners, engaging in community relationships and teaching practices to support development and learning.
Organization/Author: National Association for the Education of Young Children (NAEYC)
Type of Resource: Position Statement
Publication Date: 2020
Additional Resources
