Early Childhood Practitioners and Accreditation: Perspectives and Experiences

Abstract

This article investigates a contemporary influential form of evaluation in the field of early childhood education and care, NAEYC Accreditation. The purpose of this study is to illuminate how accreditation influences the dynamics of early childhood programs and practitioners and to explore the uses and limitations of criteria of quality developed externally to the programs being evaluated. Case studies of 2 early childhood centers, one, a day care serving primarily low-income families, the other, a large center with both day care and half-day preschool programs serving primarily middle class families, were conducted, utilizing observations, informal conversations and semi-structured interviews, and document analysis. Both case studies followed the process of seeking accreditation for a period of two years. We found that accreditation facilitated some changes in the centers’ structures, curriculum, and practices. However, it failed to promote dialogue among the centers’ staffs about meanings of program quality. Suggestions for improving the accreditation process are offered.