A variety of activities and lessons promote social, emotional, cognitive, language, and physical development.
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The literature identifies developmentally-appropriate practices as a key area of quality. Studies have shown that developmentally-appropriate classroom settings predict a consistently high quality of care.
|Self-Study Evidence||On-Site Evidence||On-Site Activities|
A curriculum, or another type of developmental or educational plan:
Interpretation The chosen curriculum must be: (1) developmentally appropriate and reflect what is known about child development and learning; (2) individually appropriate and reflect the strengths, interests, family situation, interpersonal characteristics, and needs of each individual child within the group setting; and (3) culturally appropriate and reflective of the social and cultural backgrounds of each child in the group.
Interpretation Ways that teaching staff can foster and support learning skills include:
Helping children practice and develop the attitudes and skills needed to learn allows them to better take advantage of educational opportunities. Learning skills include initiative, engagement, persistence, curiosity, eagerness to learn, reasoning, problem solving, invention, and imagination.
Teaching staff regularly evaluates each child’s development and learning through assessments that are purposeful, well planned, and ongoing.
Assessments are culturally and developmentally appropriate and take into account:
Results of assessments:
Carefully observing and documenting each child’s activity patterns, developmental advances, and responses to everyday challenges can help teachers to provide a responsive, supportive learning environment. Planned activities and materials should reflect the daily observations and changing needs of children in the group.
A wide variety of developmentally-appropriate activities are provided including:
Interpretation Access to external resources can be provided either in the classroom or in the community.
Activities, materials, and lessons reflect a multi-cultural society.
Interpretation Cultural exploration should be embedded in the curriculum to promote cultural awareness, sensitivity, and understanding.
To support cognitive development, classroom activities:
Interpretation Teaching staff can facilitate exploration of the visual and performing arts by:
Interpretation Teaching staff can promote the development of literacy skills in infants and toddlers through:
In pre-school classrooms, the recognition of print should be emphasized by:
Interpretation Math content for infants and toddlers can include:
Math content in pre-school classrooms can include:
Interpretation Science content for infants and toddlers can include:
Science content in pre-school classrooms can include opportunities to:
Interpretation Social studies content can include discussion, materials, and activities that explore concepts such as:
Language development is promoted by:
Research conducted by the National Institute of Child Health and Human Development found that one of the best predictors of cognitive and language development was the language used by the caregiver. When teaching staff offered more stimulation by talking, asking questions, and responding to vocalizations, children demonstrated improved cognitive and language development.
Activities and materials that promote physical development:
Interpretation Activities for infants should focus on exploration of what their own muscles can do such as:
Opportunities for social development are incorporated into daily activities, including:
Interpretation Social development among infants can be promoted by:
Teaching staff recognize opportunities for children to learn and practice emotional self-regulation including:
The ability to identify and appropriately express emotions has been associated with higher academic achievement.
Use of passive and interactive technology is limited, targeted, and purposeful, and the content is:
Interpretation Passive technology includes television and videos and their use should be even more limited than interactive technology such as video games and computers. Neither form should be used for children under the age of two.
NA The program does not use television, video, and computer equipment.