NAEYC

The NAEYC Governing Board has approved revisions to the quality rating and improvement systems (QRIS) section of the NAEYC Public Policy Program. The new language sets forth a vision for creating high-functioning QRIS that are also well-integrated into the broader state early care and education system.

Report.pdf

This audi-conference address issues related to building integrated systems of workforce preparation and Quality Rating and Improvement Systems.

A discussion of how to build a QRIS that considers and honors the cultures of providers, children and families.

This webpage provides a chart regarding the use of NAEYC accreditation in QRIS and tiered reimbursement systems.

A paper that provides crosswalks of the processes for achieving NAEYC, NAFCC and NAA accreditation and the standards within these accreditation systems and how they fit in a QRIS.

This paper provides a description of quality rating and improvement systems and outlines the role of NAEYC accreditation in state QRIS.

This report by the National Association for the Education of Young Children (NAEYC) describes the NAEYC Quality Rating and Improvement Systems (QRIS) Toolkit, which was developed to provide assistance in understanding and advocating for a systems-building approach to improving the quality of early childhood programs at the State and local levels.

This brief presents a policy blueprint for State early childhood professional development systems. An integrated system of professional development should unite the early childhood sectors (i.e., child care, Head Start, prekindergarten, public schools, early intervention, and special education services). Integrated policies decrease duplication of efforts and increase accountability and sustainability.

This document by the National Association for the Education of Young Children (NAEYC) outlines standards for the preparation of early childhood professionals. Well-prepared early childhood professionals should be able to promote child development and learning; build family and community relationships; observe, document, and assess young children and programs; use developmentally effective teaching and learning strategies; and identify with the early childhood profession.