NAC Criteria for High Quality Curriculum

For Early Care and Education Programs

Components of Accreditation Standards


These standards are to be used as orientation to the Accreditation Process.


D1.   Written lesson plans reflect planning that promotes children's overall development.

D2.   Written observations are made on each child's actions, abilities, and knowledge as the child engages in the classroom and in routine outdoor settings.

D3.   Written assessment is made of each child’s growth and development.

D4.   Accommodations to address the needs of individual children are made in collaboration with families, administrators, and outside specialists.

D5.   Unplanned teaching opportunities are recognized and used by teachers to extend children's learning.

D6.   The daily schedule provides a predictable routine that is responsive to the children.

D7.   Transitions are planned and smoothly implemented.

D8.   The arrangement of the classroom encourages children to become engaged and promotes child-centered learning experiences.

D9.  Materials are selected to advance the goals of the lesson plan and build on children's current knowledge and skills.

D10.   Language is promoted through daily opportunities for communicating, listening, and understanding.

D11.  Reading is promoted through daily experiences with books, print, and phonology.

D12.  Writing is promoted through daily opportunities to experience a print rich environment.

D13.  Math concepts are promoted through daily hands-on experience with number, pattern, shape, measurement, classification, and comparison.

D14.  Science learning is promoted through daily opportunities for thinking, reasoning, and experimentation.

D15.  Social studies is promoted through a shared sense of community and an appreciation for diversity.

D16.  Creativity is promoted through daily opportunities for self-expression, symbolic representation, and development of aesthetic sensibility.

D17.  Fine motor skills are promoted through daily opportunities to use manipulatives and practice eye-hand coordination.

D18.  Gross motor skills are promoted through daily opportunities for physical activity.

D19.  Healthy habits are encouraged to promote good physical health and development.

D20.  Technology use supports learning.

Interactions Between Teachers and Children

E1. Children’s development of trust and emotional security is promoted with consistent, responsive, and nurturing teachers.

E2. A positive sense of self is promoted through respectful teacher-child interactions.

E3. Cooperative and positive social behaviors are promoted through opportunities for learning reciprocity, empathy and social skills.

E4. Positive guidance techniques are used to promote the development of self-control and self-regulation.

E5. Age appropriate self-help skills are encouraged to promote personal responsibility and autonomy.

E6. Children's overall emotional well-being is supported by the classroom environment.

E7. Snack and mealtimes are pleasant and social learning experiences for children.

Classroom Health and Safety

F1. Health practices are implemented throughout the day.

F2. Standard precautions are practiced to minimize the spread of infectious disease.

F3. Hand washing facilities are provided for staff and child use.

F4. Good hand washing procedures are practiced by staff and children.

F5. Safety practices are followed throughout the day.

F6. Equipment and materials are safe and appropriately maintained.

F7. The children’s environment is safe and appropriately maintained.

F8. Security measures are implemented in the classroom.