A Pennsylvania certified/licensed child care, Head Start and PA Pre-K Counts, afterschool program, Early Intervention program, or an OCDEL funded evidence-based Home Visiting program (Nurse Family Partnership, Early Head Start, Family Check Up, Healthy Families America, Parents as Teachers), Early Learning Resource Center, Professional Development Organization, College, or University Instructor, or a Current PQAS instructor/trainer.

• Head Start and/or PA Pre-K Counts
• Child Care Center
• Group Child Care Home
• Family Child Care Home
• Afterschool Program
• Early Intervention Program
• OCDEL funded evidence-base home visiting program (Nurse Family Partnership, Early Head Start, Family Check Up, Healthy Families America, Parents as Teachers)
• Early Learning Resource Center
• Professional Development Organization (PDO)
• College or University supporting Early Childhood Education Degree work

Read in its entirety on NAEYC’s website.

• Uphold the unique value and dignity of each child and family.
• Recognize each child’s unique strengths and support the full inclusion of all children–given differences in culture, family structure, language, racial identity, gender, abilities and disabilities, religious belief, or economic class.
• Develop trusting relationships with children and nurture relationships among them while building on their knowledge and skills.  
• Consider the developmental, cultural, and linguistic appropriateness of the learning environment and your teaching practices for each child.
• Involve children, families, and the community in the design and implementation of learning activities.
• Actively promote children’s agency.
• Scaffold children’s learning to achieve meaningful goals.
• Design and implement learning activities using language that children understand.
• Recognize and be prepared to provide different levels of support to different children depending on what they need.
• Consider how your own biases (implicit and explicit) may be contributing to your interactions and the messages you are sending children.
• Embrace the primary role of families in children’s development and learning.
• Uphold every family’s right to make decisions for and with their children.
• Be curious, making time to learn about the families with whom you work.
• Maintain consistently high expectations for family involvement, being open to multiple and varied forms of engagement and providing intentional and responsive supports.
• Communicate the value of multilingualism to all families.
• Recognize the potential of your own culture and background affecting your judgment when observing, documenting, and assessing children’s behavior, learning, or development.
• Use authentic assessments that seek to identify children’s strengths and provide a well-rounded picture of development.
• Focus on strengths.
• Speak out against unfair policies or practices and challenge biased perspectives.
• Look for ways to work collectively with others who are committed to equity.

Read in its entirety on NAEYC’s website.

• Prepare current and prospective early childhood educators to provide equitable learning opportunities for all children.
• Prepare prospective early childhood educators to meet the Professional Standards and Competencies for Early Childhood Educators (formerly NAEYC’s Professional Preparation Standards).
• Work with students, community leaders, and public officials to address barriers to educational attainment in the specific community you serve.
• Implement transfer and articulation policies that recognize and award credits for students’ previous early childhood courses and degrees as well as demonstrated competency through prior work experience.
• Work actively to foster a sense of belonging, community, and support among first-generation college students.
• Set and achieve measurable goals to recruit and retain a representative faculty across multiple dimensions.
• Provide regular time and space to foster a learning community among administrators, faculty, and staff.
• Ensure that all professional standards, career pathways, articulation, advisory structures, data collection, and financing systems in state professional development systems are subjected to review.

Read in its entirety on NAEYC’s website.

• Providing high-quality early learning services that demonstrate a commitment to equitable outcomes for all children.
• Take proactive steps with measurable goals to recruit and retain educators and leaders who reflect the diversity of children and families served and who meet professional expectations.
• Employ staff who speak the languages of the children and families served.
• Ensure that any formal assessment tools are designed and validated for use with the children being assessed.
• Recognize the value of serving a diverse group of children and striving to increase the range of diversity among those served.
•  Provide regular time and space to foster a learning community among administrators and staff regarding equity issues.
• Establish collaborative relationships with other social service agencies and providers within the community.
• Establish clear protocols for dealing with children’s challenging behaviors and providing teaching staff with consultation and support to address them effectively and equitably.
• Create meaningful, ongoing opportunities for multiple voices with diverse perspectives to engage in leadership and decision making.