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The NAEYC sets and monitors standards for high-quality early childhood education programs. These accreditation programs has been helping parents make the right choices and improving the quality of education and care provided in programs for the young children. These professional preparation standards provide a national framework for the development of curriculum, instruction and assessment in professional development and preparation programs. The NAEYC Commission on Early Childhood Associate Degree Accreditation (ECADA) awards accreditation to associate degree programs that indicate strength in a set of twelve programmatic characteristics and meet the NAEYC professional preparation standards, additional supportive skills, and the ECADA eligibility requirements. NAEYC awards national recognition to baccalaureate and graduate early childhood programs that meet the NAEYC professional preparation standards and are housed in colleges and universities that are accredited by the National Council for Accreditation of Teacher Education (NCATE).
Every year NAEYC publishes at least five journal regarding their appropriate practices and latest research to illustrate to the public about their standards so that they will be well aware of their quality, current standards and strategies for future improvement. Their magazine is designed for readers who prefer practical information offered in a brief, direct, and friendly writing style, with colorful photographs and illustrations demonstrating teaching ideas and strategies. These articles are also translated and sold in Spanish. One of the purpose why early childhood teachers research have been published is to provide a vehicle for them, since they are often underrepresented as authors in the educational research arena. Another important way NAEYC full fills its mission as the nation's largest and most influential early childhood education organization is to publish high-quality cost-effective books, brochures and booklets for our members and others dedicated to improving the quality of programs for children ages birth to eight years old.
In their facility the ratio of child to staff is 10 is to 1 for three and four year olds. While for five year olds its 15 to 1. The maximum group size allowed in child care centers are 18 for three year olds, 20 for four and five year olds.
Public Policy and Advocacy
At each level, we help policy makers and the public understand the benefits of high-quality programs and services and advocate for well-financed, high-quality systems of affordable early childhood education for all children birth through age 8 across all settings.
Our federal public policy work is issue-driven and nonpartisan. NAEYC's A Call to Action for the 112th Congress makes recommendations for federal legislation, and we respond to calls for comments on regulation and other legislative and executive initiatives. We provide the public with free updates and alerts for timely action through our Children's Champions e-mail list.
At the state and local level, NAEYC supports our state and local Affiliates, helping them enhance their public policy and advocacy efforts. Our work for members, Affiliates, and the field at large covers a wide range of issues, including the development and implementation of quality rating and improvement systems (QRIS), integrated professional development systems, P-20 data systems, and early childhood advisory councils.
Australian Children Education and Care Quality Authority (ACECQA)
The National Quality standard has introduced significant changes by improving the ratio of educator to child as to ensure each child receives more care and attention. New qualification requirements introduced to ensure that educators are well skill to help children learn and develop, a new quality rating system to ensure Australian families have access to transparent information relating to the quality of children's education and care services, the establishment of ACECQA, the new national body to ensure children's education and care is of a high quality.
The National Quality Standard is linked to national learning frameworks which recognise that children learn from birth. Combined, these frameworks outline fundamental components to inform and guide educators in the delivery of nationally consistent and high quality experiences and programs across Australia.
An early years curriculum or learning framework is defined as a set of principles and practices to guide those working with young children. The Early Years Learning Framework and Framework for School Age Care are essential resources for services implementing the National Quality Standard. Combined, these frameworks outline fundamental components to inform and guide the delivery of nationally consistent and high quality experiences and programs in children's education and care across Australia.
Belonging, Being and Becoming: The Early Years Learning Framework (EYLF) describes the principles, practice and outcomes essential to support and enhance young children's learning from birth to five years of age, as well as their transition to school. The EYLF has a strong emphasis on play-based learning and recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development.
My Time, Our Place: Framework for School Age Care aims to extend and enrich the well-being and development of school age children in education and care settings. It acknowledges time and place as children engage in a range of play and leisure experiences that allow them to feel happy, safe and relaxed, interact with friends, practice social skills, solve problems, try new activities and learn life skills.
Ratio changes are being implemented over a number of years. The following educator to child ratios will apply from the dates below: center based
children aged 25 - 35 months - 1:5 from 1 January 2016
children aged 36 months up to and including preschool age - 1:11 from 1 January 2016.
There are transitional and saving provisions for ratios in many jurisdictions. You can find more information about these changes in the Part 7 of the National Regulations.
For specific questions regarding these requirements, please contact your State or Territory department. The ACECQA website lists contacts for state and territory regulatory authorities.
What are the educator-to-child ratios under the National Quality Framework?
There may be state and territory provisions which affect requirements in your area. These provisions are set out in Chapter 7 of the Education and Care Services National Regulations. If you have any questions about these requirements, please contact your state or territory regulatory authority.