NAEYC Standard Four:

Using Developmentally Effective Approaches to Connect with Children and Families

Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its
details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.

Key elements of Standard 4:
4a: Understanding positive relationships and supportive interactions as the foundation of their work with children
4b: Knowing and understanding effective strategies and tools for early education
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d: Reflecting on their own practice to promote positive outcomes for each child

 

Standard 4 focuses on using developmentally appropriate practices to build meaningful connections with children and families. In my teaching, I prioritize creating learning environments where children can actively engage, explore, and make sense of concepts through hands-on, play-based experiences that match their developmental needs.

I believe strong connections with children are built through daily interactions, observation, and intentional responsiveness. By closely observing children during play and learning experiences, I am able to better understand their interests, strengths, and areas of growth. This allows me to adjust my teaching in the moment and plan experiences that are meaningful and appropriate for each child.

I also value strong communication with families as an essential part of supporting children’s development. I use documentation, such as photos, anecdotal notes, and learning summaries, to share children’s experiences and progress in the classroom. This helps families feel informed and connected to their child’s learning.

Overall, Standard 4 is reflected in my practice through my commitment to using developmentally effective strategies to support children’s learning and to build strong, respectful partnerships with families.

This artifact is a screenshot from our classroom documentation system that includes a photograph and an anecdotal note of children engaged in a hands-on math activity using geoboards and rubber bands to create shapes.

This artifact exemplifies Standard 4 because it shows my use of developmentally appropriate, hands-on learning experiences to support children’s understanding of early math concepts while also closely observing and documenting their learning. The activity allows children to explore shapes in a concrete, interactive way, which is appropriate for their developmental stage. By manipulating the rubber bands on the geoboards, children can actively construct, experiment, and problem-solve as they form different shapes.

The anecdotal note reflects my intentional observation of children’s thinking, language, and skill development during the activity. This documentation helps me better understand each child’s current level of understanding and supports my ability to respond to their needs in the moment and plan future learning experiences.

This artifact also supports communication with families by providing a clear example of what children are learning in the classroom and how hands-on activities contribute to their development. Overall, this experience demonstrates my commitment to using developmentally effective approaches to engage children in meaningful learning while thoughtfully documenting and sharing their progress.