Accreditation for daycare centers: Accreditation | NAEYC

About Maryland Accreditation – Maryland Excels

What is Maryland Accreditation?

Are you a program committed to demonstrating continuous quality improvement? Are you dedicated to providing services that benefit children, families, and staff?

Maryland Accreditation is a way for licensed child care centers and public prekindergarten programs to demonstrate their commitment to providing high-quality learning environments through the process of demonstrating and verifying program effectiveness and continuous improvement using a research-based measurement tool.

Programs participate voluntarily in Maryland Accreditation. The process of achieving Maryland Accreditation includes self-appraisals, optional remote technical assistance from Maryland EXCELS Quality Assurance Specialists, validation visits, and continuous quality improvement.

Are you interested in learning about Maryland Accreditation?

View these two videos to meet Nicole Johnson, Maryland State Department of Education’s Accreditation Specialist and learn about the process and support that is available to you and your school/program.

Welcome to Maryland Accreditation

Video Transcript (PDF)

Maryland Accreditation Process and Supporting Programs through Maryland Accreditation

Video Transcript (PDF)

Maryland Accreditation:

• Develops standards that define quality policies and practices in program administration, program operation, and home and community partnerships
• Provides technical assistance so programs can identify which areas need improvement to enhance the program’s quality and ability to meet Maryland Accreditation Standards
• Accredits licensed child care centers and public prekindergarten programs
• Assists child care centers with the cost of materials associated with pursuing Maryland Accreditation. This assistance is available from the Accreditation Support Fund.

Find out how to participate in the accreditation process, beginning with a required Maryland Accreditation Orientation.

Open the Maryland Accreditation Process Chart to download and print.

What do the Standards include?

• The Program Administration and Home and Community Partnership sections identify best practices for program policies and practices in areas such as philosophy, personnel, and community partnerships. These sections focus on documentation that programs upload to the online System.
• The Program Operation section focuses on high-quality practices observed in the program. This section includes the learning environment, curriculum implementation, and teacher-child interactions.

Technical Assistance:

Optional, remote technical assistance is being provided by Maryland EXCELS Quality Assurance Specialists. This replaces Program Improvement Visits. Interested in remote technical assistance? Learn more with these tutorials: Requesting Optional Technical Assistance and Declining Optional Technical Assistance.

Accreditation and Awards – Federation Early Learning Services

What is NAEYC?

NAEYC, the National Association for the Education of Young Children, is an organization that works to standardize and recognize high quality early childhood programs. NAEYC provides opportunities for professional development, sets standards for early childhood education and recognizes centers that meet these benchmarks, advocates on behalf of early childhood programs and services for families and creates a network of organizations that provide high quality early childhood programs.

What does NAEYC accreditation mean?

An early childhood center that attains NAEYC accreditation is among the best. Accreditation is a symbol of quality, an indication that the center offers exceptional programming for children, with qualified teachers in a safe and nurturing environment.

Is NAEYC accreditation required for child care centers?

No, accreditation is voluntary and requires a lot of work on the part of the center. Rigorous evaluations, assessments, and reviews of staff and administrators are conducted. Center facilities, curriculum, programming are all reviewed and scrutinized. In addition to all the paperwork that must be completed and site visits by NAEYC validators.

In Pennsylvania, only about 6% of child care centers are NAEYC accredited.

What is Keystone STARS?

Keystone STARS is the child care quality rating system for the state of Pennsylvania. It works to improve, support, and recognize continuous quality improvement efforts among early childhood education centers, Pre-K Counts, and Head Start programs, by awarding a star rating, ranging from one to four stars. Keystone STARS ratings are another way for parents to compare the quality of early childhood programs.

How are STARS awarded?

The STARS signify performance standards on four levels and each level builds on the previous one. The standards promote quality early learning environments and positive child outcomes and include staff qualifications and professional development, partnerships with family and community, center management, and the curriculum of the program. The centers must provide a healthy, safe, and exciting environment where children can feel comfortable learning and exploring.

Do all centers receive a STAR?

Yes. Any child care program licensed by the Department of Human Services (DHS) is automatically a STAR 1.

What is the Terri Lynne Lokoff National Child Care Teacher Awards

Since 2001, 20 FELS Teachers have won this prestigious award. The purpose of The Terri Lynne Lokoff Child Care Foundation (TLLCCF) National Child Care Teacher Awards™ sponsored by the makers of Children’s TYLENOL®” is to raise the status and visibility of quality child care. Since 1994, these awards have been acknowledging the critical role of child care teachers in providing quality early care and education. The teachers are selected for their commitment and dedication to the children they serve.

MADOU – kindergarten “Kolosok”: Education

Implemented educational programs, including adapted educational programs

The implementation of the educational program does not use e-learning and distance learning technologies

Order to amend the BEP

Implementation of the educational program does not use e-learning and distance learning technologies

BASIC EDUCATIONAL PROGRAM of preschool education of the Municipal Autonomous Preschool Educational Institution – kindergarten of the combined type “Spikelet”

Implementation of the educational program does not use e-learning and distance learning technologies

Appendix to the BASIC EDUCATIONAL PROGRAM

Implementation of educational program does not use e-learning and distance learning technologies

BASIC EDUCATIONAL PROGRAM of preschool education for children 2-3 years old MADOU-kindergarten “Kolosok”

When implementing the educational program , e-learning and distance learning technologies are not used

Appendix to the BASIC EDUCATIONAL PROGRAM for children 2-3 years old

• State accreditation:

  not required

• Program
  (PDF; 174. 79 Kb)

  Supplement to the BEP 2-3 years

Implementation of the educational program does not use e-learning and distance learning technologies

Implementation of educational program does not use e-learning and distance learning technologies

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• State accreditation:

  not required

  Level of education:

  Preschool

• Program
  (PDF; 1.54 Mb)

  PROGRAM FOR BLIND CHILDREN

Implementation of educational program does not use e-learning and distance learning technologies
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When implementing the educational program , e-learning and distance learning technologies are not used

ADAPTED BASIC EDUCATIONAL PROGRAM FOR PRESCHOOL EDUCATION for children with disorders of the musculoskeletal system

When implementing the educational program , e-learning and distance learning technologies are not used

ADAPTED BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION for children aged 3-7 with mental retardation

• State accreditation:

  not required

  Languages ​​in which education (training) is provided:

  Russian

• Program
  (PDF; 2. 45 Mb)

  MENTALLY RELATED

When implementing the educational program , e-learning and distance learning technologies are not used

ADAPTED CORE EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION for children with mental retardation (intellectual disabilities)

Implementation of the educational program does not use e-learning and distance learning technologies

PARTIAL PROGRAM “Child and nature”

Implementation of the educational program does not use e-learning and distance learning technologies

PARTIAL PROGRAM “Child in the time scale”

Implementation of educational program does not use e-learning and distance learning technologies

PARTIAL PROGRAM “PRESCHOOL CHILDREN AND TOURISM”

Implementation of the educational program does not use e-learning and distance learning technologies

PARTIAL PROGRAM “Development of psychomotor and speech skills in children of the fourth year of life”

Implementation of the educational program does not use e-learning and distance learning technologies

PARTIAL PROGRAM “MAGIC OF OUR HANDS”

Implementation of the educational program does not use e-learning and distance learning technologies

Regulations on the INDIVIDUAL DEVELOPMENT PROGRAM for children with disabilities

When implementing the educational program , e-learning and distance learning technologies are not used

Additional general educational program “Visual creativity” through classes in the “Multstudio” (SUCCESS FOR EVERY CHILD)

The implementation of the educational program does not use e-learning and distance learning technologies

Additional general education program “General development of engineering thinking, work with groups under 7 years old” (SUCCESS FOR EACH CHILD)

When implementing the educational program , e-learning and distance learning technologies are not used

Additional general education program of physical culture and sports orientation “Sports game-checkers” (SUCCESS FOR EVERY CHILD)

Implementation of the educational program does not use e-learning and distance learning technologies

Additional general education program “Young Researcher”

Implementation of the educational program does not use e-learning and distance learning technologies

Additional artistic educational program “Sand Animation” (multi-studio)

nine0044 The number of students (pupils) on educational programs being implemented

2022 – 2023 academic year. Total number of students: 799

• Total number of students under the program:

  671 (including foreign citizens: 1)

  Federal budget appropriations:

  0 (including foreign citizens: 0)

  6 At the expense of the budget of the constituent entities of the Russian Federation:

  0 (including foreign citizens: 0)

  At the expense of local budgets:

  671 (including foreign citizens: 1)

  Under agreements on education at the expense of individuals and (or) legal entities:

  0 (including foreign citizens: 0)

• Total number of students under the program:

  128 (including foreign citizens: 0)

  At the expense of the federal budget:

  0 (including foreign citizens: 0)

  At the expense of the budget of the constituent entities of the Russian Federation:

  0 (including foreign citizens: 0)

  At the expense of local budgets:

  128 (including foreign citizens: 0)

  Under education agreements at the expense of individuals and (or) legal entities:

  0 (including foreign citizens: 0)

Levels of education

General education (levels of general education)

• preschool education;

kindergartens, schools and universities”

Trends in the development of education How to assess the effectiveness of educational institutions: kindergartens, schools and universities

February 14-16, 2019, Moscow

In February 2019, the Moscow Higher School of Social and Economic Sciences will hold its 16th conference, we invite you to take part in it.

The theme of the conference was not chosen by chance: six months ago, none of the programs of the Moscow School, most of which underwent planned accreditation again, that is, they were successfully accredited five years ago, this time did not pass accreditation. And even if some of the remarks were fair, we couldn’t help but wonder how the criteria underlying accreditation reflect the real state of affairs. Judging by the responses, this issue worries our colleagues as well. nine0006

The problems associated with the formal evaluation of the activities of educational organizations do not only concern the work of universities. School ratings, for example, force school teams to chase scores and points, often to the detriment of real pedagogical work. Everyone knows that the number of reporting documents that the school must provide is off scale, and, despite all the prohibitions, paper production not only does not stop, but is growing. Why? Perhaps because we do not trust our teachers. Or maybe because checking papers is the easiest (but also the most unreliable) way to assess the quality of educational services. nine0006

New, fundamentally different methods of assessment have now appeared in preschool institutions, but they are still not widely used. In addition, the old, formal methods are more familiar, they have already been mastered, and they continue to be used almost everywhere.

How can this be changed? Is it possible to ensure that accreditation and attestation become not a punitive, but a developing resource? What needs to be done for this? We know that this problem has not been completely solved in any country, but nevertheless, both in our country and in other countries, new tools and forms of assessment are emerging that are worth paying attention to. nine0006

The conference will be attended by our colleagues from several countries, and for the first time a whole team of scientists from the young British University Sheffield Hallam.

All this, in our opinion, provides interesting material for discussions, the result of which may be:

• The specific procedures and tools that could form the basis of such a strategy
• A set of successful practices worth spreading and supporting.