EDU 510 NAEYC Position statement

NAEYC/NAECS-SDE Joint Position Statement Analysis



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The NAEYC / NAECS-SDE’s joint position statement on curriculum, assessment, and program evaluation seem to be pretty much similar to the categories of responsibilities for teachers and students’ rights and responsibilities. The two agree that children, from infanthood through their childhood and beyond need to be active in all spheres of their lives, as an indicator of teacher effectiveness, as also explained by Campbell et’al (2012). Also, the fact that Curriculum goals should be defined clearly, shared, and well understood by all education stakeholders like families and teachers is also a similarity. The two share the opinion that the assessment of children development appropriate, ethical and responsive to children’s needs which focus on children’s strengths and that are supported by professionals (Bracken, 2011). This is so important in the development of a child, since this is the most important period in the psychological and social development of a child.

There are biases however in the assessment strategies are marred by social biases on the basis of age, language, socioeconomic status, cultures, abilities etc. this is explained by the assessment being designed to fit children in any of the specific groupings. This is because it is perceived that children in those respective groups have the same developmental needs, which might not be the case. One strategy that could be used to mitigate such biases could include the teacher understanding where all the children come from and their backgrounds, and treating each child in response to their individual developmental needs (Lin, 2008). Also, assessing children based on behavioral aspects of their lives is also key in making sure that there is no bias against some children. This strategy advocates more on observing children because behavior for children is a matter of choice, whether driven by some factor or not, as opposed to those features that are beyond them, and they didn’t choose to be as they are.


Bracken, B. (2011). The psychoeducational assessment of preschool children (3rd ed.). Boca

Raton: Taylor & Francis.

Campbell, J., Kyriakides, L., Robinson, W., & Muijs, D. (2012). Assessing Teacher

Effectiveness: Different Models. London: Routledge.

Lin, Y. (2008). Beliefs and practices of anti-bias curriculum in early childhood settings.

Michigan: ProQuest.

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