Child Care Accreditation

Child care accreditation is a voluntary process through which an independent organization evaluates a program against published quality standards.

Accreditation may examine:

• Relationships between adults and children
• Curriculum
• Teaching practices
• Family engagement
• Health and safety
• Staff qualifications
• Leadership
• Business operations
• Physical environment
• Nutrition
• Continuous quality improvement

Accreditation is different from child care licensing.

A license generally establishes the minimum conditions a program must meet to operate legally. Accreditation usually asks the program to demonstrate practices beyond those minimum requirements.

A program may be:

• Licensed but not accredited
• Licensed and accredited
• Legally exempt and eligible for certain accreditation systems
• Participating in a state quality-rating system without national accreditation
• Employing credentialed staff without holding program accreditation

Parents and providers should understand exactly which status is being claimed.

Accreditation, Licensing, Credentials, and Quality Ratings

These terms are related, but they are not interchangeable.

Child Care Licensing

Licensing is the primary government system used by states and territories to regulate child care.

Licensing requirements may address:

• Staff-to-child ratios
• Group size
• Background checks
• Health and safety
• Staff training
• Supervision
• Building conditions
• Emergency planning
• Medication
• Transportation
• Inspections
• Complaints

ChildCare.gov explains that licensing sets minimum health and safety standards and requires ongoing monitoring.

A license is generally issued by:

• State agency
• Territory
• County
• City
• Tribal authority
• Other designated regulatory body

Accreditation does not replace a legally required license.

Program Accreditation

Program accreditation evaluates the child care program as an organization.

It may involve:

• Self-assessment
• Evidence collection
• Staff and family surveys
• Classroom observation
• Verification visit
• Improvement plan
• Award decision
• Renewal

The award normally applies to a specific program or site.

It does not automatically apply to every location owned by the same company.

Individual Credentials

An individual credential recognizes a person’s qualifications or demonstrated competence.

Examples include:

• Child Development Associate credential
• State staff credential
• Director credential
• Teaching license
• Professional certificate
• Afterschool workforce credential

The Council for Professional Recognition administers the CDA credential for early childhood professionals. It does not accredit child care centers, trainers, courses, or training programs.

A program that employs a CDA holder should not describe itself as “CDA accredited.”

Quality Rating and Improvement Systems

Many states and territories operate a Quality Rating and Improvement System, often called QRIS.

A QRIS may:

• Rate participating programs
• Offer coaching
• Provide grants
• Require training
• Review curriculum
• Recognize quality levels
• Publish ratings
• Connect quality to subsidy payments

National accreditation may:

• Count toward a QRIS level
• Substitute for some QRIS documentation
• Qualify a program for bonus funding
• Be recognized but not required
• Have no formal relationship in some states

A QRIS rating is not the same as national accreditation.

Why Programs Seek Accreditation

Programs may pursue accreditation to:

• Improve quality
• Build consistent practices
• Strengthen staff development
• Demonstrate commitment to families
• Qualify for state incentives
• Meet contract requirements
• Support grant applications
• Improve recruitment
• Participate in quality initiatives
• Create a framework for continuous improvement

Accreditation can help a team examine practices that may receive limited attention during a licensing inspection.

For example, licensing may confirm that ratios are met and the building is safe. Accreditation may also examine the quality of teacher-child interaction, curriculum, family partnerships, and leadership.

What Accreditation Does Not Prove

Accreditation does not guarantee that:

• Every teacher is excellent
• No child will ever be injured
• No violation will occur
• Staff turnover is low
• The program is affordable
• The program fits every child
• The license is currently in good standing
• Every location is accredited
• The award is still active

Families should still:

• Review licensing records
• Visit the program
• Ask questions
• Observe classrooms
• Confirm ratios
• Review policies
• Verify current accreditation

Accreditation is one quality indicator, not a substitute for due diligence.

Common Elements of the Accreditation Process

Each organization has its own standards and process, but several stages are common.

1. Eligibility Review

The program determines whether it is eligible.

Requirements may involve:

• Current license or registration
• Good standing
• Minimum operating history
• Ages served
• Program type
• Administrator tenure
• Enrollment
• Geographic location
• Payment of fees

Eligibility rules can change. Providers should rely on the accreditor’s current website and application materials.

2. Enrollment or Application

The program submits:

• Program information
• License details
• Ownership
• Site information
• Age groups
• Administrator information
• Fees
• Agreements

Enrollment in the process is not the same as being accredited.

A program should not market itself as accredited merely because it has purchased materials or begun self-study.

3. Self-Study

Self-study is an internal review against the accreditation standards.

The program may examine:

• Classroom routines
• Lesson planning
• Health and safety
• Family communication
• Leadership
• Staff files
• Policies
• Physical environment
• Assessment
• Professional development
• Nutrition
• Inclusion

Self-study may involve:

• Checklists
• Surveys
• Documentation
• Staff meetings
• Observations
• Improvement goals

The National Accreditation Commission currently requires programs to spend a minimum period in self-study before moving forward.

4. Evidence Collection

A program may need to provide:

• Staff qualifications
• Training records
• Family handbook
• Personnel policies
• Curriculum materials
• Lesson plans
• Assessment procedures
• Health records
• Emergency plans
• Menus
• Improvement plans
• Surveys
• Photographs
• Facility records

Evidence should reflect actual practice.

Creating a polished policy for the application without implementing it throughout the program undermines the process.

5. Observation or Verification

An authorized observer, assessor, or verifier may visit the program.

The visit may include:

• Classroom observation
• Document review
• Administrator interview
• Staff interview
• Facility review
• Family feedback
• Verification of standards

Programs should not coach children or stage an unrealistic day.

Accreditation is most useful when the visit reflects ordinary operations.

6. Decision

The accrediting organization reviews the evidence and determines whether the program meets the standards.

Possible outcomes may include:

• Accreditation awarded
• Additional information requested
• Correction period
• Deferral
• Denial

The program may have an appeal or reconsideration process.

7. Maintenance and Renewal

Accreditation is not permanent.

Programs may need to:

• Submit annual reports
• Report major changes
• Maintain licensing
• Pay renewal fees
• Complete ongoing improvement
• Participate in another visit
• Renew after a specified period

Changes that may need reporting include:

• Ownership
• Director
• Address
• License status
• Serious enforcement
• Closure
• Expansion
• Age groups

Major Accreditation Organizations

The following organizations currently provide early childhood program accreditation or closely related recognition. Eligibility, scope, standards, fees, and renewal terms should be verified directly.

NAEYC Accreditation of Early Learning Programs

The National Association for the Education of Young Children offers accreditation for early learning programs.

NAEYC states that its accreditation is open to early learning programs licensed or registered by their official regulatory body.

Its quality framework addresses areas such as:

• Relationships
• Curriculum
• Teaching
• Assessment
• Health
• Staff competencies
• Families
• Community relationships
• Physical environment
• Leadership and management

NAEYC also separately accredits higher education programs.

A college program holding NAEYC higher education accreditation is different from a child care center holding early learning program accreditation.

NAFCC Accreditation

The National Association for Family Child Care offers accreditation specifically for family child care educators and home-based programs.

Current eligibility includes requirements involving:

• Provider age
• Education
• Hours of care
• Number of children
• Home-based operation
• Highest available level of state regulation
• Compliance with the licensing authority

NAFCC quality standards address:

• Relationships
• Environment
• Developmental learning
• Activities
• Safety and health
• Professional and business practices

A center-based program should not claim NAFCC accreditation unless it falls within the organization’s eligible family child care model.

National Accreditation Commission

The Association for Early Learning Leaders operates the National Accreditation Commission for Early Care and Education Programs.

The commission currently uses a standards system organized into major component areas.

The process includes:

• Enrollment
• Self-study
• Administrative review
• Classroom observation
• Staff and family surveys
• Professional development planning
• Verification
• Award decision

The organization describes the process as a continuous quality-improvement system using research-based criteria and evidence-based practices.

National Early Childhood Program Accreditation

The National Early Childhood Program Accreditation, known as NECPA, offers accreditation for eligible early childhood programs.

Its standards and process may involve:

• Enrollment
• Self-study
• Documentation
• Verification visit
• Accreditation decision
• Maintenance
• Renewal

NECPA currently describes eligibility pathways for center-based programs and, in some initiatives, family child care homes.

Providers should confirm which program type and state pathway applies.

Other Specialized Systems

Other accreditation or recognition systems may exist for:

• Montessori programs
• Faith-based schools
• Private schools
• Military programs
• School-age programs
• Camps
• Employer-sponsored care
• Higher education laboratories

A specialized accreditation may focus on a particular educational model or organizational setting.

Parents should ask:

• What exactly was reviewed?
• Does the award cover child care quality?
• Is it a school accreditation rather than a child care accreditation?
• Is it current?
• Does it apply to this location?

The National AfterSchool Association

The National AfterSchool Association is a professional membership organization for afterschool and youth-development professionals.

Its current work includes professional competency and credentialing systems for individuals.

Providers should not rely on an old article claiming that NAA currently offers the same national program-accreditation system described years ago.

For a school-age program, verify current options through:

• State QRIS
• Licensing agency
• School-age quality organizations
• Specialized accrediting bodies
• NAA professional credentials

The CDA Credential

The Child Development Associate credential is awarded to individuals, not programs.

A CDA candidate may need to demonstrate:

• Education
• Work experience
• Professional portfolio
• Competence
• Examination or assessment requirements
• Renewal

The CDA can support:

• Staff qualifications
• Career advancement
• Licensing compliance
• QRIS participation
• Accreditation staffing standards

It does not make the employer accredited.

How Accreditation Relates to Licensing

Most program accreditors expect the applicant to be licensed, registered, or otherwise legally authorized.

A serious licensing problem may affect:

• Eligibility
• Award decision
• Maintenance
• Renewal
• Required reporting

A program should report required licensing changes to the accreditor.

The accreditor may suspend, condition, or revoke recognition depending on its policies.

Families should check both systems because accreditation databases may not show every licensing event immediately.

Accreditation and License-Exempt Programs

Some legally exempt programs may qualify for specialized accreditation, while others may not.

An accreditor may require:

• Legal authorization
• Fire inspection
• Health inspection
• Background checks
• Equivalent standards
• School accreditation
• Religious affiliation
• State recognition

Accreditation does not convert an exempt program into a licensed program.

Families should still understand:

• Why the program is exempt
• Which government agency monitors it
• Whether inspections occur
• Which background checks apply
• How complaints are handled

Accreditation and Funding

Depending on the state or contract, accreditation may help a program:

• Reach a higher QRIS level
• Receive a quality bonus
• Qualify for grants
• Meet prekindergarten standards
• Receive technical assistance
• Access workforce incentives
• Satisfy employer contract terms

These benefits are not universal.

Before applying, ask the state QRIS, subsidy agency, prekindergarten office, or funder whether the selected accreditor is recognized.

Accreditation Costs

Costs may include:

• Application
• Standards materials
• Membership
• Self-study
• Observation or verification
• Travel
• Renewal
• Staff training
• Substitute coverage
• Facility improvements
• Consulting
• Technology

Do not compare only the application fee.

The largest cost may be the staff time needed to document, improve, and sustain practices.

Some states, sponsors, or grants help cover accreditation expenses.

Choosing an Accreditor

Providers should compare:

• Program eligibility
• State recognition
• QRIS recognition
• Standards
• Process
• Timeline
• Fees
• Technical assistance
• Renewal period
• Public verification
• Appeal procedure
• Reporting duties
• Multi-site treatment

Ask whether the accreditor:

• Publishes standards
• Uses independent reviewers
• Requires legal authorization
• Verifies actual practice
• Maintains a public directory
• Has a complaint process
• Explains suspension or revocation

Preparing for Accreditation

Conduct a Readiness Review

Before enrolling, examine:

• License status
• Serious violations
• Staffing
• Ratios
• Training
• Leadership stability
• Curriculum
• Family communication
• Records
• Facility condition
• Budget

A program struggling to meet minimum licensing requirements should stabilize compliance before pursuing a voluntary quality award.

Assign Leadership

Choose:

• Project leader
• Classroom leads
• Documentation coordinator
• Family survey contact
• Training coordinator
• Budget owner

Accreditation should not become one director’s private paperwork project.

Staff need to understand the standards and participate in improvement.

Build an Improvement Plan

For each gap, identify:

• Required change
• Responsible person
• Deadline
• Cost
• Evidence
• Training
• Follow-up

Prioritize safety and legal compliance before cosmetic documentation.

Include Families

Families may provide:

• Survey feedback
• Policy input
• Cultural knowledge
• Program strengths
• Improvement ideas

Explain:

• Why the program is pursuing accreditation
• What the process includes
• How feedback will be used
• Whether visits or observations will occur
• How privacy will be protected

Do not pressure families to provide only positive feedback.

Prepare Staff

Staff should understand:

• Standards
• Daily practice expectations
• Observation process
• Documentation
• Confidentiality
• Family engagement
• Improvement goals

Avoid last-minute performance coaching designed only for the observer.

The goal is sustained quality.

Common Accreditation Mistakes

Avoid:

• Claiming accreditation before the award
• Using an expired logo
• Assuming one site’s award covers all sites
• Confusing CDA credentials with program accreditation
• Ignoring licensing violations
• Completing policies without changing practice
• Staging the observation day
• Letting records become outdated
• Failing to report ownership or director changes
• Choosing an accreditor not recognized by the state program
• Allowing the award to expire unnoticed

How Parents Can Verify Accreditation

Ask the provider for:

• Accreditor name
• Certificate
• Award dates
• Program name
• Site address
• Accreditation number
• Public directory link

Then contact or search the accreditor directly.

Check for differences involving:

• Legal business name
• Trade name
• Address
• Expiration date
• Age groups
• Site
• Ownership

A logo on a website may be outdated or may refer to staff membership rather than program accreditation.

Questions Parents Should Still Ask

Even at an accredited program, ask:

• Is the license current?
• What does the inspection history show?
• What are the ratios and group sizes?
• How long have teachers worked here?
• How are staff screened?
• How are injuries reported?
• What is the discipline policy?
• How are allergies handled?
• How does the program include children with disabilities?
• How are families involved?
• When does accreditation expire?

Observe how staff interact with children.

The award should match what families see in daily practice.

If an Accredited Program Has a Serious Problem

Report the issue to the correct authority.

Licensing concern

Contact the child care licensing agency.

Suspected abuse or neglect

Contact child protective services or law enforcement.

Immediate danger

Call emergency services.

Accreditation-standard concern

Follow the accreditor’s complaint procedure.

Reporting to the accreditor does not replace a required government report.

Accreditation as Continuous Improvement

The strongest programs use accreditation as an ongoing system rather than a marketing badge.

Continuous improvement may involve:

1. Collecting data
2. Reviewing family feedback
3. Observing classrooms
4. Identifying gaps
5. Training staff
6. Changing practice
7. Measuring results
8. Repeating the cycle

Accreditation is most valuable when it improves children’s daily experience.

Frequently Asked Questions

Related Resources

• Why Are Childcare Providers Licensed?
• Who Determines Childcare Regulations?
• Where Can I Find Information on Child Care Regulations?
• Meeting Staffing Requirements for Daycare Providers
• What Different Careers are Available in Child Care?
• How to Choose Child Care: A Parent’s Complete Guide
• Questions to Ask When Interviewing a Daycare Provider

Sources

• ChildCare.gov: How Is Child Care Regulated?
• ChildCare.gov: Understanding Child Care Quality Ratings
• ChildCare.gov: Simple Steps for Finding and Choosing Child Care
• NAEYC: Early Learning Program Quality Assessment and Accreditation
• NAEYC: About Early Learning Program Accreditation
• NAFCC: Accreditation
• NAFCC: Accreditation FAQ
• Association for Early Learning Leaders: National Accreditation Commission Overview
• Association for Early Learning Leaders: Accreditation Process
• NECPA: Accreditation Process and Forms
• Council for Professional Recognition: Learn About the CDA
• National AfterSchool Association

ChildCareCenter.us is an independent directory and educational resource. Accreditation standards, eligibility, fees, award terms, state recognition, quality-rating systems, licensing, and credential requirements vary and may change. This article is not legal, licensing, accreditation, or financial advice. Verify current information directly with the licensing agency, accrediting organization, state quality system, and qualified professionals.