Day care accreditation: Accreditation | NAEYC
CCP Course Overview – NECPA
Navigation
Certified Childcare Professional
Course Overview
Professionals exhibiting standards of excellence in child care and early childhood education are recognized by The NECPA Commission, Inc. through the awarding of a national credential, the Certified Childcare Professional (CCP).
Who should earn the CCP?
The CCP is designed specifically for early childhood educators and teachers. It is especially valuable for teachers who have not completed a college degree or whose degree is in another field.
Why become a CCP?
Certified Childcare Professional (CCP) Candidates are viewed as distinguished professionals who have earned national and state recognition for their achievements in child care and early childhood education.
- The CCP Program provides candidates with expertise in the 9 Professional Ability Areas reflecting the highest national standards.
- The CCP Program qualifies recipients to pursue position advancement in child care and early childhood education.
- The CCP Program certified recipients nationally, thereby affording nationwide recognition of their qualifications to engage in professional child care and early childhood practice.
- The CCP Program certifies the professional expertise of recipients to parents, supervisors, and the community.
- CCPs are recognized nationally as having a positive impact on the lives of children, families, and the community.
How is the CCP Candidate Evaluated?
The Certified Childcare Professional (CCP) Multi-Indicator Evaluation (MIE) process is designed to determine the extent to which candidates have met or exceeded the CCP standards of professional expertise. MIE Criteria include:
- High school diploma or the equivalent
- 18 years of age or older
- 720 hours of child care experience serving children between birth and 6 years of age within the last 5 years in a licensed center-based early childhood program
- 180 clock hours of education/training reflecting the 9 Professional Ability Areas.
- National Early Childhood Education specialist credentialing exam
- Professional development portfolio
- Performance based observation assessment
- Two parent evaluations
- Two letters of endorsement (Director and Colleague)
- Two writing samples documenting the use of writing skills in professional activities
- Plans for continued professional development
- Review by the NECPA Professional Standards Council (PSC)
The 9 Professional Ability Areas of the CCP:
Upon completion of the Certified Childcare Professional (CCP), a candidate will accomplish the following 9 Professional Ability Areas:
- The ability to establish and maintain a safe, nurturing, and purposeful learning environment.
- The ability to promote children’s physical, cognitive, social, and emotional development.
- The ability to create a purposeful learning environment through curriculum and content.
- The ability to create an inclusive and culturally responsive learning environment.
- The ability to engage in effective management of learning environments.
- The ability to maintain a commitment to professional development and leadership.
- The ability to use assessment planning of learning opportunities and documentation of outcomes.
- The ability to demonstrate knowledge of child development theory, research, and practice.
- The ability to demonstrate computer literacy and promote learning through technology.
Certified Childcare Professional (CCP) State Approvals:
As a nationally recognized credential, the CCP is privileged to be identified in the following states as an Approved Director or Teacher Credential. For additional information on scholarships or approval documentation, please contact our team at [email protected].
✓ Arizona
✓ Florida
✓ Illinois
✓ Iowa
✓ Indiana
✓ New Jersey
✓ New Mexico
✓ Oklahoma
✓ Utah
✓ Texas
✓ Virginia
✓ Vermont
✓ Maryland
Enroll Now in The Certified Childcare Professional Program Today!
Enroll Online
Contact Us
NECPA Commission, Inc.
[email protected]
Phone: 855-706-3272
Fax: 855-806-3272
PO Box 2948 Merrifield, VA 22116
About NECPA
The National Early Childhood Program Accreditation was established in 1991 to encourage quality and recognize excellence in early childhood programs throughout the United States and other countries.
©Copyright 2009-2019 The NECPA Commission, Inc.
Type and Press “enter” to Search
The NECPA Choice – NECPA
Navigation
The NECPA Choice
Thank you for pursuing excellence!
The NECPA Commission is dedicated to cultivating high quality early childhood programs across the country through “Encouraging Quality and Recognizing Excellence.” The NECPA Standards were derived from the National Health and Safety Performance Standards, which were developed by the American Academy of Pediatrics and the American Public Health Association.
The NECPA Standards measure quality in the areas of adult/child interaction, health and safety of the physical environment, staff framing, and the relationship between administration, parents, and the community.
The NECPA
Self Study Process
The enrollment period lasts for two years. Most programs going through accreditation for the first time need approximately one year to complete all steps, but the self-study process allows you to work at your own pace. Once the Self Assessment Instrument is complete and all necessary documents have been gathered, the program is ready to request a verification visit. We require that programs have been operating for at least one year before requesting a visit. On the day of your visit, a NECPA Verifier will visit your center to observe teacher interactions, verify documents, and survey the facility. If programs include classrooms and activities for school-age children up to age 12, NECPA Verifiers will also survey their classrooms and activities at this time.
Self-assessment is one of the most important aspects of the NECPA Accreditation process because parents, staff, and management work together to achieve high quality. The content in the NECPA Self-Assessment Instrument correlates with 29 key indicators. The statistical validity of the Instrument allows compliance with the key indicators to determine the overall quality of a program. The length of time needed from the beginning to full Accreditation will depend on a number of factors:
- How quickly you get started and whether you and your staff are able to work through the process without interruptions
- How closely you already meet the NECPA Standards
- How much turnover you have in staff
NECPA Self Study Work Plan
Download Here
Provider-Friendly Service
You Can Count On
The NECPA accreditation team offers caring and responsive customer service through its highly trained team that stands ready and willing to assist as your programs pursue this prestigious award.
We encourage you to contact us with questions regarding the NECPA choice. Our friendly staff will assist with making your journey to accreditation as smooth as possible. We offer support in the form of scheduled conference calls, standards implementation review, and timeline planning. Our goal is your success!
Call us today at 855-706-3272
Contact Us
NECPA Commission, Inc.
[email protected]
Phone: 855-706-3272
Fax: 855-806-3272
PO Box 2948 Merrifield, VA 22116
About NECPA
The National Early Childhood Program Accreditation was established in 1991 to encourage quality and recognize excellence in early childhood programs throughout the United States and other countries.
©Copyright 2009-2019 The NECPA Commission, Inc.
Type and Press “enter” to Search
Adapted educational program of preschool education for work with children with severe speech impairment – Municipal autonomous preschool educational institution Kindergarten No.
39 of the city of Tyumen
| Name of educational program | Adapted educational program of preschool education for work with children with severe speech impairment | |
| Level of education | Preschool | |
| Form of education | Full-time | |
| Normative period of study | 2 years accreditation) | In accordance with art. 92 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, state accreditation of the educational program is not carried out Public, professional-public, accreditation of the educational program was not carried out |
| Language(s) in which education (training) is carried out program | Not provided for | |
| Practice provided for by the educational program | Not provided for | |
| Use of e-learning and distance learning technologies in the implementation of the educational program | When implementing the educational program, e-learning and distance learning technologies are not used | |
Description of the educational program Developed by a teacher – a speech therapist on the basis of the “Program for the upbringing and education of children with phonetic and phonemic underdevelopment” T. B. Filicheva, G.V. Chirkina. “Preparation for school of children with general underdevelopment in a kindergarten” T.B. Filicheva, G.V. Chirkina. The program will help children with speech development disorders master the main educational program; will allow in a timely manner, that is, even before entering school, to help children overcome all the difficulties that are the cause of school maladaptation. nine0006 | ||
| Information about the curriculum | Duration of classes with children: FNR (phonemic speech disorder) – from 3 to 6 months, FFNR with dysarthria (phonetic-phonemic speech disorder with dysarthria) – 2 years, ONR (general underdevelopment of speech with dysarthria) -2 years. The duration of classes 5-6 years old is no more than 25 minutes, with children 6-7 years old no more than 30 minutes. Individual lessons – 20 minutes. | |
| Annotations to the work programs of disciplines (for each academic subject, course, discipline (module), practice, as part of the educational program) | This program is a correctional and developmental system that provides full mastery of the phonetic structure of the Russian language, lexical and grammatical categories of the language, the development of coherent speech, which leads to the formation of communicative abilities, speech and general mental development of a preschool child with speech pathology, as the basis for successful mastery reading and writing in the future when studying in a public school, as well as its socialization. The program is aimed at creating conditions that ensure the child’s mastery of the norms of oral speech, contributing to the development of the child’s communication skills in accordance with age and individual capabilities. In the process of corrective education of children with various speech disorders, the following tasks are solved: – the implementation of early, full-fledged social and educational integration of pupils with disabilities, in the development of normally developing peers by creating conditions for a variety of communication of children in a preschool educational institution; – carrying out correctional and pedagogical work with children with deviations in speech development; – training parents (legal representatives) in pedagogical technologies of cooperation with their child, techniques and methods of his upbringing and education; providing them with psychological support. Directions of correctional and developmental work: understanding of speech and lexical and grammatical means of the language; pronunciation side of speech; independent extended phrasal speech; preparation for mastering elementary writing and reading skills correction of deficiencies in emotional, personal and social development |
|
| Information about the calendar study schedule | Weekly subgroup educational load 4 lessons, weekly individual load 2 lessons. The volume of individual educational activities per week is 50-60 minutes, the volume of subgroup educational activities per week is 100-150 minutes. Subgroup classes are held for 10 months, individual work continues throughout the academic year. |
|
| Information on methodological and other documents developed by the institution to support the educational process | Agranovich Z. E. Speech therapy work to overcome violations of the syllabic structure of words in children.- SP: Detstvo-Press, 2005 Volodina VS Album on the development of speech. – M.: ROSMEN, 2014 Kolesnikova E.V. The development of phonemic hearing in preschoolers. M.: Gnom-Press, 1997. Kosinova E.N. Lessons of a speech therapist. – M.: Eksmo.2008 Krupenchuk O. I. Poems for the development of speech. – St. Petersburg: PUBLISHING HOUSE “LITERA”, 2014 Nishcheva N.V. The system of corrective work in the logo group for children with ONR. – St. Petersburg: CHILDHOOD-PRESS, 2007 Nishcheva N.V. Let’s talk right. S.P.: Childhood-Press, 2002 Filicheva T.B., Chirkina G.V. “The program for the upbringing and education of children with phonetic and phonemic underdevelopment” Moscow “Prosveshchenie” 2009Filicheva T.B., Chirkina G.V. “Preparation for school of children with general underdevelopment of speech in a special kindergarten” Moscow “Alfa” 1993 |
|
| Information on the number of students who are foreign citizens | 1 pers. |
Adapted educational program of preschool education for work with children with severe speech impairment
Annotation to the adapted program
Annual calendar curriculum of the program with TNR
Educational and thematic planning
State Inspectorate for Supervision of the Quality of Education under the Cabinet of Ministers of the Republic of Uzbekistan
Certification
The main form of state control in evaluating the activities of educational institutions, consisting of determining the compliance of the educational institution with the content, level and quality of training of personnel with state educational standards and state requirements.
State accreditation
It consists in the recognition by the state of the compliance of the activities of an educational institution with state educational standards, state criteria and requirements, as well as in granting them the right to issue documents on information in a sample approved by the state.
Mechanism for the implementation of activities
Certification and state accreditation of educational institutions are organized on the basis of the Law of the Republic of Uzbekistan “On Education” and the National Training Program, Regulations, Instructions on the criteria and technologies for certification of educational institutions of the Republic of Uzbekistan.
nine0099
Accreditation of an educational institution is carried out on the basis of certification by the State Inspectorate for Supervision of the Quality of Education under the Cabinet of Ministers of the Republic of Uzbekistan.
Certification procedure
Certification of educational organizations is carried out once every 5 years.
Certification of new educational organizations is carried out five years after their foundation.
In the process of certification, the activities of educational institutions by types of education over the past two years are analyzed in a comprehensive manner, where the organization of the educational process is mainly studied in accordance with state educational standards and state requirements, the level of assimilation of educational and educational programs by students and pupils, the potential of educators and teaching staff, conducting educational and methodological work and providing students with textbooks. nine0099
In addition, preschool educational organizations take into account the provision of toys for the development of children, teaching aids and children’s literature, the availability of sports grounds and the necessary conditions, the compliance of canteens and recreation areas with established sanitary and hygienic and aesthetic requirements.
Certification of educational institutions is carried out in compliance with the principles of objectivity, transparency, periodicity and pedagogical standards.
The State Inspectorate for an educational institution collects a package of documents related to the attestation and stores it until the next attestation. nine0099
Organization of attestation commissions and their composition
joint decision.
Certification results
The Commission conducts certification of educational programs of an educational institution, prepares an opinion on the compliance of the content, level and quality of training of personnel with state educational standards and state requirements. The State Inspectorate regularly monitors the timely elimination of identified shortcomings and gaps in the process of certification of educational institutions.
Documents required for accreditation of a recognized as “qualified” educational institutions are provided to the State Inspectorate.
The procedure for conducting state accreditation
For the accreditation of educational organizations in the State Inspectorate, an accreditation commission functioning on a permanent basis is created.
The composition of the accreditation commission is approved by order of the head of the State Inspectorate. When accrediting educational organizations that provide training, retraining and advanced training of legal personnel, the accreditation commission includes responsible employees of the Ministry of Justice of the Republic of Uzbekistan. The head of the accreditation commission is considered the chairman. For the accreditation of an educational institution, the conclusion on the attestation of an educational institution is provided by the attestation commission of the accreditation commission. The decision on state accreditation of an educational institution is made within a month after the submission of documents. nine0099
After a positive decision on accreditation of an educational organization is made, within 2 weeks, a certificate of certification by the educational organization is issued.
On the procedure for the formation of an attestation commission and an expert group of educational institutions Ministry of Health and other interested ministries and departments.
Regional expert commissions are created by an order (decision) adopted by the relevant regional divisions of the interested ministries and departments in agreement with the regional departments of the State Inspectorate. nine0099
Specialists of the State Inspectorate, relevant district (city) departments of preschool, public education, culture, physical education and sports, centers of state epidemiological control, representatives of territorial divisions of interested ministries and departments, representatives, heads, deputies heads of supervisory boards of general education and out-of-school educational organizations, teachers and employees of non-governmental non-profit organizations. Foreign experts may also be involved in the expert commissions. nine0099
Expert commissions are chaired by responsible employees of the regional divisions of the relevant ministries and departments, in the system of which preschool, general education and out-of-school educational institutions operate.