The requirements for National Board Certification as an Early Childhood/Generalist are organized around the following eight standards. These standards have been ordered as they have to facilitate understanding, not to assign priorities. They are each important facets of the art and science of teaching young children. In fact, in the course of excellent early childhood teaching, teachers often demonstrate several of these standards concurrently as they skillfully weave their knowledge, skills and dispositions into a rich tapestry of exemplary practice.

Teachers use their knowledge of child development and their relationships with children and families to understand children as individuals and to plan in response to their unique needs and potentials.

Teachers promote children's physical, emotional, linguistic, creative, intellectual, social, and cognitive development by organizing the environment in ways that best facilitate the development and learning of young children.

On the basis of their knowledge of academic subjects and how young children learn, teachers design and implement developmentally appropriate learning experiences within and across the disciplines.

Teachers use a variety of methods and materials to promote individual development, meaningful learning and social cooperation.

Teachers know the strengths and weaknesses of various assessment methodologies, continually monitor children's activities and behavior, and analyze this information to improve their work with children and parents.

Teachers regularly analyze, evaluate and strengthen the quality and effectiveness of their work.

Teachers work with and through parents and families to support children's learning and development.

Teachers work with colleagues to improve programs and practices for young children and their families.