Acronyms and initialisms provide a helpful shorthand for lengthy terms and organization names. They allow for shorter sentences, and in some cases, they are more recognizable and memorable in niche circles than the words for which they stand.

However, as with abbreviations, use acronyms and initialisms sparingly and with caution. T Determine the use of an acronym on a case-by-case basis. Always consider the audience first. Acronyms can add unnecessary confusion for people who are not familiar with the content topic or who are not native English speakers. They also can cause problems if the writing is to be translated into another language.

Consider:

• Will it help the reader?
• Will it affect a reader who is not a native English speaker?
• Consider difficulties in translation. Remember that acronyms can change in a different language, they could end up looking strange if translated, and sometimes they just don’t make sense.
• Is the acronym so important to the discipline that readers will be lost if they do not know it?
• Will general shorthand terms such as the center or the agency be clear enough?
• How early in the text did you define the acronym? How much information has the reader consumed since you last used it?
• Would it help the reader if you spell it out again?

The first time an acronym or initialism is mentioned in a document or presentation, spell it out and follow with the acronym in parentheses. The acronym then may be used in subsequent references. Do not include the acronym or initialism if there is only one reference to the term. Clarity is paramount, so use discretion. Too many different acronyms in the same context can begin to look like alphabet soup. Consider restating the term or using a general term on subsequent references. Examples 1 and 2 illustrate proper formats for the initialisms.

Example 1:

The Childcare Quality & Early Learning Center for Research and Professional Development (CQEL) is based in Seattle. CQEL receives contracts from the Washington State Department of Children, Youth and Families (DCYF). DCYF is a state agency dedicated to helping the children in Washington realize their full potential.

Example 2:

The Childcare Quality & Early Learning Center for Research and Professional Development (CQEL) is based in Seattle. The center receives contracts from the Washington State Department of Children, Youth, and Families (DCYF), a state agency dedicated to helping the children in Washington realize their full potential.

Common Acronyms and Initialism

The Office of Head Start has published a glossary of approved acronyms and initialisms.

Here are some others:

American Indian/Alaska Native (AIAN)

Childcare Quality & Early Learning Center for Research and Professional Development (CQEL)

Child Care Aware of Washington (CCA of WA)

Classroom Assessment Scoring System® (CLASS®)

community of practice (CofP)

community of reflection and practice (CORP)

competency-based educator development model (CEDM)—Note: no B in the acronym

continuous quality improvement (CQI)

Department of Children, Youth, & Families (DCYF)

Department of Health and Human Services (HHS)—not DHHS

Digital Language Processor (DLP)

dual language learner (DLL) (plural: DLLs)

early childhood education (ECE) Also, acceptable for early childhood educator

Early Childhood Education and Assistance Program (ECEAP)

Environment Rating Scale® (ERS®)

Early Childhood Environment Rating Scale (ECERS)

Family Child Care Environment Rating Scale (FCCERS)

Infant Toddler Environment Rating Scale (ITERS)

Head Start Early Learning Outcomes Framework (HSELOF)

Institutional Review Board (IRB)

Language Environment Analysis (LENA)

Office of Head Start (OHS)

positive behavior support (PBS)

practice-based coaching (PBC)

Pre-K (acceptable on first reference)

Quality Recognition Improvement System (QRIS)

technical assistance specialist (TA specialist)

Transitional Kindergarten (TK)

Universal Pre-K (UPK)

Universal Transitional Kindergarten (UTK)

University of Washington (UW)