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Prior to beginning work on the discussion, read standard #9 in the NAEYC Early Childhood Program Standards. For this discussion you will need to create an outdoor space, so pay close attention to standard requirements.As the new teacher’s assistant at Bright Futures Early Learning
Center, your teacher and director see so much potential in you. Because
of this, they would like you to help with administrative tasks as well
as work with the children in the infant to Pre-K facility.Your director knows that your current classroom is meeting NAEYC
Standards; however, they want you to help enhance this classroom and the
facility so Bright Futures Early Learning Center earns a 5-star rating.Using a Word Document, a scratch piece of paper, or any other
sketching tools, brainstorm a very basic outdoor space that can work for
all ages. Carefully consider NAEYC Standard #9 as you build your
outdoor space.In your initial post,
Describe the space that you created and justify your design using NAEYC Standard #9.
Address all five bullet points from NAEYC Standard #9 and discuss how your design meets each requirement.
To help give your peers a visual of your idea, attach the image of
your design to your discussion response. (This is recommended, but not
required.)200 words TURNINIT in SCORE MUST BE BELOW OR AT 20% and will need a copy of your report. I will be doing my own report to see if it matches yours. If above 20% I will let you know and will have to re-do.Resources Below:NAEYC. (2015). NAEYC early childhood program standards. Retrieved from…

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NAEYC Early Childhood Program
Position Statement Approved by the
NAEYC Governing Board 2005
A position statement of the National Association for the Education of Young Children
1. Relationships
Program Standard: The program promotes
positive relationships among all children and
adults to encourage each child’s sense of individual worth and belonging as part of a community and to foster each child’s ability to contribute as a responsible community member.
Rationale: Positive relationships are essential
for the development of personal responsibility,
capacity for self-regulation, for constructive
interactions with others, and for fostering academic functioning and mastery. Warm, sensitive, and responsive interactions help children
develop a secure, positive sense of self and
encourage them to respect and cooperate with
others. Positive relationships also help children
gain the benefits of instructional experiences
and resources. Children who see themselves
as highly valued are more likely to feel secure,
thrive physically, get along with others, learn
well, and feel part of a community.
2. Curriculum
Program Standard: The program imple-
ments a curriculum that is consistent with its
goals for children and promotes learning and development in each of the following areas: social,
emotional, physical, language, and cognitive.
Rationale: A curriculum that draws on re-
search assists teachers in identifying important
concepts and skills as well as effective methods
for fostering children’s learning and development. When informed by teachers’ knowledge
of individual children, a well-articulated curriculum guides teachers so they can provide
children with experiences that foster growth
across a broad range of developmental and content areas. A curriculum also helps ensure that
the teacher is intentional in planning a daily
schedule that (a) maximizes children’s learning
through effective use of time, materials used for
play, self-initiated learning, and creative expression as well as (b) offers opportunities for children to learn individually and in groups according to their developmental needs and interests.
Copyright 2005 by the National Association for the Education of Young Children
3. Teaching
Program Standard: The program uses devel-
opmentally, culturally, and linguistically appropriate and effective teaching approaches that
enhance each child’s learning and development
in the context of the program’s curriculum goals.
Rationale: Teaching staff who purposefully
use multiple instructional approaches optimize
children’s opportunities for learning. These
approaches include strategies that range from
structured to unstructured and from adult
directed to child directed. Children bring to
learning environments different backgrounds,
interests, experiences, learning styles, needs,
and capacities. Teachers’ consideration of these
differences when selecting and implementing
instructional approaches helps all children succeed. Instructional approaches also differ in their
effectiveness for teaching different elements
of curriculum and learning. For a program to
address the complexity inherent in any teachinglearning situation, it must use a variety of effective instructional approaches. In classrooms and
groups that include teacher assistants or teacher
aides and specialized teaching and support staff,
the expectation is that these teaching staff work
as a team. Whether one teacher works alone or
whether a team works together, the instructional
approach creates a teaching environment that
supports children’s positive learning and development across all areas.
4. Assessment of Child Progress
Program Standard: The program is informed
by ongoing systematic, formal, and informal assessment approaches to provide information on
children’s learning and development. These assessments occur within the context of reciprocal
communications with families and with sensitivity to the cultural contexts in which children
develop. Assessment results are used to benefit
children by informing sound decisions about
children, teaching, and program improvement.
Rationale: Teachers’ knowledge of each child
helps them to plan appropriately challenging
curricula and to tailor instruction that responds
to each child’s strengths and needs. Further,
systematic assessment is essential for identifying children who may benefit from more intensive instruction or intervention or who may
need additional developmental evaluation. This
information ensures that the program meets its
goals for children’s learning and developmental
progress and also informs program improvement efforts.
5. Health
Program Standard: The program promotes
the nutrition and health of children and protects children and staff from illness and injury.
Rationale: To benefit from education and
maintain quality of life, children need to be as
healthy as possible. Health is a state of complete
physical, oral, mental, and social well-being and
not merely the absence of disease or infirmity
(World Health Organization 1948). Children
depend on adults (who also are as healthy as
possible) to make healthy choices for them
and to teach them to make healthy choices for
themselves. Although some degree of risk taking is desirable for learning, a quality program
prevents hazardous practices and environments
that are likely to result in adverse consequences
for children, staff, families, or communities.
6. Teachers
Program Standard: The program employs
and supports a teaching staff that has the
educational qualifications, knowledge, and
professional commitment necessary to promote
children’s learning and development and to support families’ diverse needs and interests.
Rationale: Children benefit most when their
teachers have high levels of formal education
and specialized early childhood professional
preparation. Teachers who have specific preparation, knowledge, and skills in child development and early childhood education are more
likely to engage in warm, positive interactions
with children, offer richer language experiences, and create more high-quality learning
environments. Opportunities for teaching staff
Copyright 2005 by the National Association for the Education of Young Children
to receive supportive supervision and to participate in ongoing professional development
ensure that their knowledge and skills reflect
the profession’s ever-changing knowledge base.
7. Families
Program Standard: The program estab-
lishes and maintains collaborative relationships
with each child’s family to foster children’s
development in all settings. These relationships
are sensitive to family composition, language,
and culture.
Rationale: Young children’s learning and
development are integrally connected to their
families. Consequently, to support and promote
children’s optimal learning and development,
programs need to recognize the primacy of
children’s families, establish relationships with
families based on mutual trust and respect,
support and involve families in their children’s
educational growth, and invite families to fully
participate in the program.
8. Community Relationships
Program Standard: The program estab-
lishes relationships with and uses the resources
of the children’s communities to support the
achievement of program goals.
Rationale: As part of the fabric of children’s
communities, an effective program establishes
and maintains reciprocal relationships with
agencies and institutions that can support it in
achieving its goals for the curriculum, health
promotion, children’s transitions, inclusion, and
diversity. By helping to connect families with
needed resources, the program furthers children’s healthy development and learning.
9. Physical Environment
Program Standard: The program has a safe
and healthful environment that provides appropriate and well-maintained indoor and outdoor
physical environments. The environment in-
cludes facilities, equipment, and materials to facilitate child and staff learning and development.
Rationale: The program’s design and main-
tenance of its physical environment support
high-quality program activities and services
as well as allow for optimal use and operation.
Well-organized, equipped, and maintained environments support program quality by fostering the learning, comfort, health, and safety of
those who use the program. Program quality is
enhanced by also creating a welcoming and accessible setting for children, families, and staff.
10. Leadership and Management
Program Standard: The program effectively
implements policies, procedures, and systems
that support stable staff and strong personnel,
fiscal, and program management so all children,
families, and staff have high-quality experiences.
Rationale: Excellent programming requires
effective governance structures, competent and
knowledgeable leadership, as well as comprehensive and well-functioning administrative
policies, procedures, and systems. Effective
leadership and management create the environment for high-quality care and education by
• ensuring compliance with relevant regulations and guidelines;
• promoting fiscal soundness, program accountability, effective communication, helpful consultative services, positive community
relations, and comfortable and supportive
• maintaining stable staff; and
• instituting ongoing program planning and
career development opportunities for staff as
well as continuous program improvement.
World Health Organization (WHO). 1948. “Preamble to
the Constitution of the World Health Organization.”
In Official Records of the World Health Organization,
Vol 2, 100. Geneva, Switzerland.
Copyright 2005 by the National Association for the Education of Young Children

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