Chapter 2 Types of Early Childhood Programs Copyright Goodheart-Willcox Co., Inc. 43 the 10 Early Childhood Program Standards. Applicants use the self-assessment tools to document how their program meets the standards. Candidacy, the third step, is the time when materials and a fee are forwarded to the Academy. The fi nal step is a validation visit that is conducted on-site by trained professionals. A decision is made by a team of experts representing the National Academy of Early Childhood Programs. Quality early childhood education is a fi eld that is changing continuously. Studies show that accreditation has improved program quality. Improvements are made in a smoother and easier process. Figure 2.12 contains a list of organizations that have accepted standards for quality practice. Quality Rating Systems Many states have implemented quality rating systems (QRS) that can help parents judge program quality. These systems are important tools to assess, improve, and communicate the level of quality. The information collected by using these evaluation instruments tells teachers what is expected in quality environments. Figure 2.12 Standards for Quality Practice Association Types of Programs National Association for the Education of Young Children (NAEYC) Birth through kindergarten programs National After-School Association (NAA) School-age programs National Association of Family Child Care (NAFCC) Family child care programs National Association of Child Care Professionals (NACCP) Child care centers Many teachers will make extensive changes in their classroom practices in preparation for an evaluation. Four rating Early Childhood Educating Rating Scales (ECERS) were developed at the University of North Carolina. The purpose of the instrument is to determine how programs meet the three basic needs of children: protecting children’s health and safety, building positive relationships, and providing stimulating learning experiences. Each instrument focuses on a different setting, and is valid and reliable. • The Infant/Toddler Environmental Rating Scale (ITERS-R) is designed to evaluate programs with children from birth to two years of age. • The Early Childhood Environment Rating Scale is designed to assess programs with children from two through fi ve years of age. • The Family Child Care Environmental Rating Scale is designed to assess children in homes that serve infants through school-aged children. • The School-Age Care Early Rating Scale is designed to assess children from 5 to 12 years of age.