EP 004 Work Product

a Work Product that is divided in to two parts. In Part I, you will describe the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4), and explain how these tools can be used in assessment, and in the case of the Accreditation Criteria, to support program quality.

In order to complete Part II, in which you evaluate an early childhood program, you will need to arrange a visit to a NAEYC-accredited program and interview the director. The Walden University Letter (Document #1) is a letter you can provide to the director explaining the purpose of your visit. You can find a list of accredited programs in your community

here

.

Explain that you are learning about program standards and practices supporting families and how to evaluate early childhood programs. Share the “NAEYC Early Childhood Program Standards and Accreditation Criteria Overview” (Document #2), the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist,” (Document #4), and explain that you will be looking for evidence of Standard 7 and two additional standards you choose. Ask the director to meet with you to review the documents and to explain why s/he believes the accreditation process helps to ensure quality in early childhood settings. Obtain permission to spend a day at the school, visiting in classrooms and observing children and teachers in action. Explain that you will not identify the program or any personnel or children by name, nor will you take any pictures. As you conduct your observations, take notes about what you observe and mark your findings on the “NAEYC Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC’s Engaging Diverse Families Self-Assessment Checklist” (Document #4).

Remember, early childhood programs are not evaluated based on a single visit. You will not be able to observe evidence of all criteria during your observation. The goal of this assessment is to provide you with practice in identifying evidence related to program quality. Please keep this in mind as you conduct your observation and complete this Assessment.

Overviewof the NAEYC

Early Childhood Program Standards

© 2008. National Association for the Education of Young Children. This document may be reproduced for use by
programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit
www.naeyc.org/academy.

1. Relationships
Program Standard: The program promotes positive relationships among all children and adults

to encourage each child’s sense of individual worth and belonging as part of a community and to

foster each child’s ability to contribute as a responsible community member.

Rationale: Positive relationships are essential for the development of personal responsibility,

capacity for self-regulation, for constructive interactions with others, and for fostering academic

functioning and mastery. Warm, sensitive, and responsive interactions help children develop a

secure, positive sense of self and encourage them to respect and cooperate with others. Positive

relationships also help children gain the benefits of instructional experiences and resources.

Children who see themselves as highly valued are more likely to feel secure, thrive physically,

get along with others, learn well, and feel part of a community.

2. Curriculum
Program Standard: The program implements a curriculum that is consistent with its goals for

children and promotes learning and development in each of the following areas: social,

emotional, physical, language, and cognitive.

Rationale: A curriculum that draws on research assists teachers in identifying important

concepts and skills as well as effective methods for fostering children’s learning and

development. When informed by teachers’ knowledge of individual children, a well-articulated

curriculum guides teachers so they can provide children with experiences that foster growth

across a broad range of developmental and content areas. A curriculum also helps ensure that

the teacher is intentional in planning a daily schedule that (a) maximizes children’s learning

through effective use of time, materials used for play, self-initiated learning, and creative

expression as well as (b) offers opportunities for children to learn individually and in groups

according to their developmental needs and interests.

3. Teaching
Program Standard: The program uses developmentally, culturally, and linguistically appropriate

and effective teaching approaches that enhance each child’s learning and development in the

context of the program’s curriculum goals.

Rationale: Teaching staff who purposefully use multiple instructional approaches optimize

children’s opportunities for learning. These approaches include strategies that range from

structured to unstructured and from adult directed to child directed. Children bring to learning

environments different backgrounds, interests, experiences, learning styles, needs, and

capacities. Teachers’ consideration of these differences when selecting and implementing

instructional approaches helps all children succeed. Instructional approaches also differ in their

effectiveness for teaching different elements of curriculum and learning. For a program to

address the complexity inherent in any teaching- learning situation, it must use a variety of

effective instructional approaches. In classrooms and groups that include teacher assistants or

teacher aides and specialized teaching and support staff, the expectation is that these teaching

staff work as a team. Whether one teacher works alone or whether a team works together, the

instructional approach creates a teaching environment that supports children’s positive learning

and development across all areas.

Overview of the NAEYC

Early Childhood Program Standards
© 2008. National Association for the Education of Young Children. This document may be reproduced for use by
programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit
www.naeyc.org/academy.

4. Assessment of Child Progress

Program Standard: The program is informed by ongoing systematic, formal, and informal

assessment approaches to provide information on children’s learning and development. These

assessments occur within the context of reciprocal communications with families and with

sensitivity to the cultural contexts in which children develop. Assessment results are used to

benefit children by informing sound decisions about children, teaching, and program

improvement.

Rationale: Teachers’ knowledge of each child helps them to plan appropriately challenging

curricula and to tailor instruction that responds to each child’s strengths and needs. Further,

systematic assessment is essential for identifying children who may benefit from more intensive

instruction or intervention or who may need additional developmental evaluation. This

information ensures that the program meets its goals for children’s learning and developmental

progress and also informs program improvement efforts.

5. Health
Program Standard: The program promotes the nutrition and health of children and protects

children and staff from illness and injury.

Rationale: To benefit from education and maintain quality of life, children need to be as healthy

as possible. Health is a state of complete physical, oral, mental, and social well-being and not

merely the absence of disease or infirmity (World Health Organization 1948). Children depend on

adults (who also are as healthy as possible) to make healthy choices for them and to teach them

to make healthy choices for themselves. Although some degree of risk taking is desirable for

learning, a quality program prevents hazardous practices and environments that are likely to

result in adverse consequences for children, staff, families, or communities.

6. Teachers
Program Standard: The program employs and supports a teaching staff that has the

educational qualifications, knowledge, and professional commitment necessary to promote

children’s learning and development and to support families’ diverse needs and interests.

Rationale: Children benefit most when their teachers have high levels of formal education and

specialized early childhood professional preparation. Teachers who have specific preparation,

knowledge, and skills in child development and early childhood education are more likely to

engage in warm, positive interactions with children, offer richer language experiences, and create

more high-quality learning environments. Opportunities for teaching staff to receive supportive

supervision and to participate in ongoing professional development ensure that their knowledge

and skills reflect the profession’s ever-changing knowledge base.

Overview of the NAEYC
Early Childhood Program Standards
© 2008. National Association for the Education of Young Children. This document may be reproduced for use by
programs seeking or maintaining NAEYC Accreditation. All other rights reserved. For more information, visit
www.naeyc.org/academy.

7. Families

Program Standard: The program establishes and maintains collaborative relationships with

each child’s family to foster children’s development in all settings. These relationships are

sensitive to family composition, language, and culture.

Rationale: Young children’s learning and development are integrally connected to their families.

Consequently, to support and promote children’s optimal learning and development, programs

need to recognize the primacy of children’s families, establish relationships with families based on

mutual trust and respect, support and involve families in their children’s educational growth, and

invite families to fully participate in the program.

8. Community Relationships
Program Standard: The program establishes relationships with and uses the resources of the

children’s communities to support the achievement of program goals.

Rationale: As part of the fabric of children’s communities, an effective program establishes and

maintains reciprocal relationships with agencies and institutions that can support it in achieving

its goals for the curriculum, health promotion, children’s transitions, inclusion, and diversity. By

helping to connect families with needed resources, the program furthers children’s healthy

development and learning.

9. Physical Environment
Program Standard: The program has a safe and healthful environment that provides

appropriate and well-maintained indoor and outdoor physical environments. The environment

includes facilities, equipment, and materials to facilitate child and staff learning and development.

Rationale: The program’s design and maintenance of its physical environment support high-

quality program activities and services as well as allow for optimal use and operation. Well-

organized, equipped, and maintained environments support program quality by fostering the

learning, comfort, health, and safety of those who use the program. Program quality is enhanced

by also creating a welcoming and accessible setting for children, families, and staff.

10. Leadership and Management
Program Standard: The program effectively implements policies, procedures, and systems that

support stable staff and strong personnel, fiscal, and program management so all children,

families, and staff have high quality experiences.

Rationale: Excellent programming requires effective governance structures, competent and

knowledgeable leadership, as well as comprehensive and well functioning administrative policies,

procedures, and systems. Effective leadership and management create the environment for high-

quality care and education by

• Ensuring compliance with relevant regulations and guidelines;

• promoting fiscal soundness, program accountability, effective communication, helpful

consultative services, positive community relations, and comfortable and supportive

workplaces;

• maintaining stable staff; and

• instituting ongoing program planning and career development opportunities for staff as well

as continuous program improvement.

Sheet1

Feature Yes Yes, but… No No, but… Don’t know Not applicable Comments, examples, sources of evidence

Feature Yes Yes, but… No No, but… Don’t know Not applicable Comments, examples, sources of evidence

Feature Yes Yes, but… No No, but… Don’t know Not applicable Comments, examples, sources of evidence

Feature Yes Yes, but… No No, but… Don’t know Not applicable Comments, examples, sources of evidence

Feature Yes Yes, but… No No, but… Don’t know Not applicable Comments, examples, sources of evidence

Program Self-Assessment Checklist

NAEYC’s Engaging Diverse Families Project

Family participation in decision making and goal setting. Our program invites families to actively take part in making decisions concerning their children’s education. Our staff collaborate with families to set goals for children’s education and learning both at home and at school.

Feature

Yes

Yes, but…

No

No, but…

Don’t know

Not applicable

Comments, examples, sources of evidence

We ask families about their hopes and expectations for their child either in writing or in person

We conduct parent-teacher conferences at least twice a year

During conferences, teachers and families jointly set goals for children’s education and learning at home and at school

Teachers and families regularly share information and discuss children’s progress toward achieving goals

Teachers plan and implement a curriculum that supports each child’s development and growth

Two-way communication. Strategies allow for both school- and family-initiated communication that is timely and continuous. Conversations focus on a child’s educational experience as well as the larger program. Communication takes multiple forms and reflects each family’s language preference.

Program offers multiple ways of communicating:

We ask families to indicate their preferred mode(s) of communication

We document communication and/or contact with families to track effectiveness (e.g., using the Family Checklist)

We conduct home visits

Staff engage families in face-to-face conversations at drop-off and pickup times

We initiate conversations by phone or through e-mail, as needed

We create bulletin boards that are informative, up-to-date, and interactive (e.g., sign-ups)

We provide written daily or weekly communication about the child’s activities

We pass journals or logs between home and school

We send e-mail updates to families

We use online technology to communicate with families (e.g., on the program website, in blogs about classroom activities, through photo-sharing sites, etc.)

We encourage families to use online groups/listservs to communicate with one another

We regularly share new photos of classroom activities

Program environment is welcoming to families:

We post and update information about staff (e.g., bios, background, photos, etc., on a bulletin board)

We ensure that communications (written and verbal) are inclusive of all family constellations

We schedule one-to-one enrollment sessions

We offer an orientation session for families

We provide interpreter services as needed

We translate written materials as needed

We provide child care for events or include younger and older siblings in activities

We provide or arrange for meals/snacks at events

We invite all family members to events and activities

We set aside physical space for family use (e.g., a lounge area with adult-size furniture)

We require staff to wear nametags

We create a family directory

We maintain an open-door policy

We post signs clearly showing classroom locations, etc.

Signs and other forms of written print are in families’ home languages and in English (e.g., we label classroom shelves, welcome signs, bulletin boards in multiple languages)

Reciprocal relationships. Our program and families benefit from shared resources and information. We invite families to share their unique knowledge and skills and encourage active participation in the life of the school. Teachers seek information about children’s lives, families, and communities and integrate this information into their curriculum and instructional practices.

Program encourages families to share their knowledge and skills:

We provide a list of jobs and/or ideas for volunteer opportunities

We inventory parent skills and talents

Family skills, talents, and financial means are matched with program need

We host social/fun events and activities

We ask about a child’s life, family, and community (e.g., cultural, ethnic, and religious background and traditions; important people and pets; etc.) at enrollment and throughout the year

We ask families for ideas for incorporating their language, culture, and community into the curriculum

We encourage families to contribute knowledge, skills, talents, and materials (e.g., music, crafts, games, toys, books, clothing, photographs, etc.) to the program

We integrate information about children’s lives, families, and communities into:

a. curriculum webs

b. daily/weekly classroom schedules

c. books, toys, posters, dramatic play, classroom props, photos, etc.

d. menus

Learning activities at home and in the community. Our program uses learning activities at home and in the community to enhance each child’s early learning and encourage and support families’ efforts to create a learning environment beyond the program.

Program provides resources to encourage learning at home:

We provide literacy bags, lending library, etc., for children

We have a lending library for adults

Early learning ideas/activities/information are conveyed via our program and/or classroom newsletters, handouts, fact sheets, etc.

We provide information on free/low-cost community activities and resources that support early learning

Program promotes learning activities in the community:

We collaborate with community groups to ensure responsiveness to the needs and interests of families and children

Staff attend community events and/or we invite the larger community to program events

We provide adult classes/programs or referrals that support the parenting role

We provide adult education (e.g., GED, ESL classes) and/or referrals

We provide other support/social services and/or referrals

Family participation in program-level decisions and wider advocacy efforts. Our program invites families to actively take part in making decisions about program plans and operations. We also invite families to advocate for early childhood education in the wider community.

Families serve on program boards and committees.

Staff offer information and training to help families learn about and prepare for advocacy efforts

We inform family members about the need for advocacy (e.g., letter writing campaigns, visiting legislators, testifying before decision-making bodies, etc.) and encourage their participation

A comprehensive program-level system. Our program institutionalizes family engagement policies and practices and ensures that teachers, administrators, and other staff, receive the supports they need to fully engage families.

Policies and practices are shaped by an overarching vision for the program:

Inclusive standards related to diversity, anti-bias, family engagement, etc., are reflected in:

a. program policy, mission, and vision statement

b. enrollment/orientation information and forms

c. handbook, newsletter, and other communication

d. a structured or formal anti-bias and/or diversity curriculum

e. ongoing professional development addressing issues involved in working effectively with diverse families (e.g., cultural competence, anti-bias, communication skills, second language acquisition, immigration, etc.)

f. diverse teaching staff reflecting the community the program serves

g. a family worker(s) or specialist

Sheet2

Sheet3

To Whom It May Concern:

As part of the program completion requirements, students in the Walden University Master of Science

in Early Childhood Studies program must demonstrate competencies related to many aspects of

professional practice in the early childhood field, such as knowledge of the child development

continuum, culturally responsive practices, and planning developmentally appropriate curriculum.

In order to fulfill these competencies, students need to interview early childhood professionals and

observe in a variety of early childhood settings.

Walden University does not perform background checks on its students; therefore, if your establishment

is willing to host student observers, it will be important for your faculty and/or staff to ensure proper

safeguards are in place to limit or prevent unsupervised contact with the minor children enrolled in your

establishment. Please be aware that at no time during these observations will students need to be in

direct contact with or have supervision over any children in your program.

Thank you for your support.

Best Regards,

Stacy Ness, PhD

Program Director: Early Childhood Studies and Tempo Learning

School of Education and Professional Licensure

100 Washington Avenue South, Suite 900

Minneapolis, MN 55401

Email: stacy.ness@mail.waldenu.edu

mailto:stacy.ness@mail.waldenu.edu

http://www.waldenu.edu/Colleges-and-Schools/College-of-Education-and-Leadership.htm

http://caepnet.org/

EP 004 Work Product “Evaluating Program Quality”

Part I: Program Assessment Tools

Access the following to complete this Assessment:

· Document #1: 

Walden Field Letter

. You may wish to provide the program you choose with this letter from Walden University’s Program Director for the Master of Science in Early Childhood Studies.

· Document #2: 

NAEYC Early Childhood Program Standards and Accreditation Criteria

Overview

· Document #3: NAEYC Early Childhood Program Standards and Accreditation Criteria

· Document #4: 

NAEYC’s Engaging Diverse Families Self-Assessment Checklist

· Website: 

NAEYC Accredited Program Search

Review the “NAEYC’s Early Childhood Program Standards and Accreditation Criteria” (Document #3) and the “NAEYC Engaging Diverse Families Project Program Self-Assessment Checklist” (Document #4) provided as part of this Work Product. In a 1- to 2-page paper:

1. Explain the purpose of the “NAEYC Early Childhood Program Standards and Accreditation Criteria” and the importance of using them to for assessing program quality.

2. Explain how the “NAEYC Engaging Diverse Families Self-Assessment Checklist” is a useful tool in program evaluation.

Part II: Using Accreditation Standards to Evaluate an Early Childhood Program

After identifying an NAEYC accredited center and conducting your observations and interviews, you will develop a compilation of strengths and opportunity based on your results. Develop a list of what was marked as “Yes” and “No” across each instrument, and compile and overall list of what you see as the programs overall strengths and areas of opportunity.

Share your evaluation with the director of the center or a colleague. The colleague could be another student engaged in this competency or a colleague in the early childhood profession. Collaborate with him or her to develop at least two recommendations to strengthen or improve this program. Based on your interviews, notes, observations, and collaboration, write a 6- to 8-page paper that includes the following:

1. A narrative evaluation of the program’s quality in relation to Standard #7, “Families,” and the two additional standards you chose. Your evaluation should describe areas of strength and opportunity for this program. Support your evaluation with specific evidence related to “NAEYC Program Standards and Accreditation Criteria,” your observations, and your interviews.

2. At least two recommendations you have for this program based on the standards. Your recommendations must be grounded in the professional knowledge base.

3. An evaluation of your collaboration experience, including a description of the skills or tools you used to collaborate. How did your work with the director or colleague inform the development of your recommendations?

Running Head: NAEYC ACCREDITATION STANDARDS 1

NAEYC ACCREDITATION STANDARDS 10

Title:

Student Name:

Institution Name:

Date:

Part I. Program Assessment Tools

The National Association for the Education of Young Children (NAEYC) is an organization that aims at enhancing high standards early learning for all young kids, from birth to the age of eight by creating a relationship between practice, policy, and research. Their main aim is to ensure that all young children grow and learn in an environment that is dedicated to ensuring that they implement their full abilities.

For a preschool to acquire NAEYC accreditation, it has to first aim at meeting the NAEYC program standards. These standards include; enhancing positive connection between children and adults; establishing a strategy that enhances learning and growth; using appropriate and efficient teaching strategies; establishing an organized assessment for children’s learning; enhancing children’s health and nutrition; employing qualified teachers; promoting good connectivity with families; determining community resources to enhance program goals; maintaining an healthy physical environment and using program management follow up policies to ensure high-quality experiences for children, parents and stuff (naeyc, n.d.).

The NAEYC early learning program accreditation standards and assessment criteria aim at ensuring the quality of kid’s daily experiences in early learning programs and to enhance high standard kids’ results. It helps establish a collaborative framework for the high standard that is based on the profession’s collective understanding of quality practices. The accreditation ensures that high standard education and care is given in programs for young kids. Additionally, the NAEYC assists parents to find the best possible early childhood experience for their young ones. Since every child requires access to high standards of the early learning experience, the Naeyc accreditation ensures that the early learning programs have all that it takes for quality learning in the class and other contexts. These standards make sure that the programs are secure, well prepared, and aims at ensuring children’s good results. NAEYC accreditation relates to the children’s readiness and good results in school; maximized educational achievement rates and healthy lifestyles (naeyc, n.d.).

It is as well important to use the NAEYC accreditation strategies when assessing the program quality since these standards ensure that the program enhances the childcare experience for children and their parents. An accredited program enhances positive interactivity between all children and adults to motivate every kid’s sense of personal worth and belonging as part of a society and to foster every kid’s ability to take part as a responsible member of the society.

Additionally, an accredited NAEYC program will ensure that it establishes a strategy that is in align with its agendas for kids and that enhances learning and development in social, emotional, physical, language and cognitive areas. Similarly, the standards will ensure that the program implements teaching practices that are developmentally, culturally, and linguistically appropriate. The teaching practices should each kid’s learning and growth in the context of the program’s strategic goals. The assessment will as well ensure that the program uses various assessment strategies to offer data on kids’ learning and growth. These evaluations should occur during the interaction between teachers and parents.

Additionally, by using the NAEYC accreditation standards to assess a program, one will ensure that the program enhances health and nutrition for every child and secures children and staff from sicknesses. Similarly one will ensure that the program supports staff that has the appropriate qualifications and wisdom that is required to enhance children learning and development and to supports parent’s requirements. In addition, one will as well ensure that the program promotes a positive relationship with every child’s family to enhance children’s development.

Part II. Using Accreditation Standards to Evaluate an Early Childhood Program

With regard to the importance of accessing a program using the NAEYC accreditation standards, a parent will have the ability to determine if the program has a secure context that offers suitable and secure indoor and outdoor physical contexts. One will as well find out if the program has the ability to effectively use the policies, procedures, and systems that reinforces stable staff and powerful personnel, fiscal and program authority so that all kids, families, and staffs have great experiences (NAEYC, 2018).

NAEYC engaging Diverse Families self-assessment checklist is a vet productive tool in program evaluation. This program offers a chance for families to take part in the decision making process on issues related to the education of their kids. The program educators collaborate with families to create goals for their kids’ learning and education both in school and at their homes (Phillips, Austin & Whitebook, 2016). It offers a chance for parents to give their needs in person or in writing. This assists the teachers to understand what the parents really want for their kids.

This program also offers various ways of interaction. Some of the types of communication that are used include face to face interaction, journal, phone calls, emails, and bulletin boards. Productive interaction between teachers and families to enhance a child’s education, enables all individuals to feel respected, valued and more confident. This collaboration assists children to maintain their concentration on learning since they feel protected by the teachers who are depended on by their families (Garrity, Longstreth & Linder, 2017). The evaluation checklist offers resources that motivate learning when not in school. The resources consist of a lending library, literacy bags, and many others. Kids gave the chance to access the learning resources at home which assist them in their education. This checklist as well as motivates parents to share their knowledge with their kids. This establishes a learning context and motivates a child’s learning at home. Additionally, the assessment checklist institutionalizes family engagement practices and policies and ensures that the staff is provided with the required support that they require to interact with families’ comprehensively.

I carried out my research on Poe Cooperative Nursery School (Poe Co). It was among the first parent cooperative in the nation to acquire accreditation by the National Association for the Education of Children (NAEYC). It is a child-centered program that focuses on fostering the love of learning by play. Poe Co provides each child with a learning context that is established to enhance children’s creativity, confidence, and independence. Poe Co supports the growth of children’s social, emotional, physical and intellectual skills in a way that aligns the needs of every kid. Children are motivated to decide which activity to undertake, express themselves and explore materials.

Positive early childhood education relies on relationships and interactions with children’s families and communities. Thus it is essential to develop a positive partnership with children’s families and to involve families in the preschool context. Family engagement in the first years of life can support a child’s preparedness for school and the continuing academic and long term success. According to former research, children whose parents have been present attain positive results especially in the long term period.

According to my research in Poe Cooperative Nursery School, it has great strategies to enhance family engagement. The program assists families to feel welcome in the preschool. Families and teachers have similar agendas in children’s growth. It is essential to develop and maintain a relationship between home and school that will enhance children’s learning and development. At Poe Cooperative Nursery school does several strategies to support family engagement. The school invites families to the classroom before the child’s start date; teachers ask the families about the children’s needs and interests; ask family to send a video to their children that teachers can use during hard times in the transition period; attach photographs of children and their families in the classroom walls where kids can easily see them, and invite families to take part in the assessment process.

To encourage and support family participation in the programs routine the program motivates family members to visit the classroom at any time; invite parents to take part in classroom tours; offer jobs to family members in the preschool routine; asking family members to help plan a classroom dinner night, and request specific family members to be speakers on a specific topics. These strategies are according to the NAEYC accreditation since they establish and maintain collaborative relationships with every child’s family to enhance children’s growth in every aspect (Naeyc, n.d.).

Safe, responsive, and nurturing environments are an essential part of establishing the learning and growth of infants, toddlers, and preschoolers. Such environments also assist to prevent challenging characters and serve as a main factor of inventions for infants and young children. Based on the research that I carried out, Poe Co ensures a secure physical environment by; contains space for play activities inside and outside the classrooms, I observed that they were a space for eating, playing, toileting and sleeping; has various areas for various activities such as play and science; has playing materials that are convenient for kid’s ages, abilities, and interest; has a well-planned daily schedule and has provision for children to feel and develop a sense of community. These strategies are in line with the NAEYC accreditation standards. This is because the program maintains a safe physical environment for its students (Naeyc, n.d.).

Assessment of children’s progress has been greatly appreciated in Poe Co. According to the program director, the assessment assists the teachers to plan based on the children’s strengths. Additionally, assessment enhance the ability to offer personalized activities for students in the contexts of growth. Their assessment system includes both formative and summative evaluations, measures to test for possible developmental or academic concerns and measures of the quality of the learning context. According to my respondent, their assessment is developmentally, culturally and linguistically appropriate for the children being evaluated. It involves measures that are valid, dependable, bias-free and ethical. They as well enhance the teaching and learning happening in the early childhood program. According to the NAEYC standards, evaluation for a child’s progress should occur with the context of reciprocal communications with the parents and with the conditions of the cultural beliefs where the children grew up in. the assessment outcomes should be to benefit the kids by informing sound decisions about the kids and the program enhancement (naeyc, 2008).

According to my findings in my research in Poe Coe, one of the recommendations that I would offer to the facility is to enhance their reciprocal relationships with the families. This can be done by upholding each family’s right to make decisions for and with their children. If ever the family’s priorities conflict with the teacher’s knowledge, the teacher should collaborate with the family to determine common agendas and work towards creating mutually acceptable strategies. The program should as well create time to learn more about the families they work for. This involves learning about the families’ languages, customs, activities, values, and beliefs so that they can provide a culturally and linguistic learning environment. This may require the teachers to reach out to families who may not give feedback to traditional strategies to interact with them. The program’s management should communicate the importance of multilingualism to all families. This is because all kids should benefit from the social and cognitive benefits of multilingualism. The management should ensure that the parents of the bilinguals understand the benefits and importance of supporting their kid’s home language which is English. This will ensure that they grow into fully developed bilinguals and biliterates.

The program should as well create a caring, equitable context of learners. The teachers in the program should identify each child’s strengths and support the full inclusion of every child. This involves assisting the kids to know, identify and support each other as valued members of the society. The teachers should as well ensure that no child feels bullied or invisible. The teachers should as well create a trusting relationship with the children and nurture the relationships among them while developing their knowledge and skills. This will involve treating every child with the respect which will be achieved by eliminating language that is judgmental.

To interact with the director of the center, I interviewed him by asking him questions that he was expected to respond to. My interaction with him was smooth since he was not ignorant of any of my questions. He was ready to share all the information about the facility with me which made my interaction with him to be easy. I was also tolerated his behavior of seeming reluctant to answer some of my questions, through this he felt respected since I would give him enough time to respond to the questions. Due to my tolerance, he was willing to interact with me. According to the information shared by the director, I felt that they should enhance their reciprocal relationships with the families. Though the center has some strategies that they have set aside to help improve family engagement in the center I feel that they should improve so as to improve the number of families willing to take part in their children’s learning. Additionally, I also observed that some children remained in the classrooms as others were out playing. Thus I recommended that the teachers should create an equitable context for the learners, through this all the kids will feel appreciated which will improve their self-esteem which will, in turn, make them feel comfortable to play with others.

References

Garrity, S. M., Longstreth, S. L., & Linder, L. K. (2017). An examination of the quality of discipline policies in NAEYC-accredited early care and education programs. Topics in early childhood special education, 37(2), 94-106.

naeyc. (2008). Overview of the NAEYC Early Childhood Program Standards. Retrieved from

http://www.naeyc.org/academy

Naeyc. (n.d.). The 10 NAEYC Program Standards. Retrieved from

https://www.naeyc.org/our-work/families/10-naeyc-program-standards

Naeyc. (n.d.). Benefits of Accreditation. Retrieved from

https://www.naeyc.org/accreditation/early-learning/benefits

Naeyc. (n.d.). Family Engagement. Retrieved from

https://www.naeyc.org/resources/topics/family-engagement

NAEYC. (2018, July). NAEYC Early Learning Program Accreditation Standards and Assessment Items.

Phillips, D., Austin, L. J., & Whitebook, M. (2016). The early care and education workforce. The future of children, 26(2), 139-158.

Angel Winslow

January 28, 2020

Walden University

EP002: Plans Developmentally Appropriate Curriculum

Assessment: Work Product

Part One

Early Childhood Work Product

Effective learning especially for early childhood is one of the most vital component when comes to children development. From the assessment done, there are fundamental component which comes to be of much concern when comes to teaching young children. I understand that it is hard for managing 3-4year-old kids. But I can say the experience was good starting from the interaction of the kids and also the mode of teaching. It is one of delicate stage of development and therefore more attention are required. I can also say it is one of the craziest stage and more active. Stage of ready to learn since they are more of emulating what is being done. From the assessment, I can say that the following are indicators of effective curriculum. First is the children were active and also engaged. This was evident from the areas; literacy, maths, science, and arts. And this were evident domain such as cognitive, social, physical and empirical involvement. Secondly is that the goals which were set have been achieved. Thirdly the curriculum is evidence-based and lastly valued content especially in the learning investigation are focused and also intentional learning.

Learning standards are defined as the written and concise description of what the student are expected to know and also able to do at a specific stage of their education. In respect to learning experience in this case study. They are correlated for instance, it concludes with the goals which were earlier identified by the childhood teacher. Learning experience therefore elaborates on the following themes; subject areas which in this scenario are basic maths, art, literacy, science, arts and technology which are also appropriate learning standards to children. Secondly is the learning progress upon which each subject area is organized in accordance with grade level. Third it also take care of the education goals in which many set learning standards such as overarching and long-term education goals are able to describe the knowledge, skills and character. Lastly content whereby the set learning standards are unique and commonality from the system to system as described in the childhood teacher goals.

The language used by adults affects cognitive growth and learning in children in many subtle ways. Labeling is a powerful way to foster conceptual development. Development and early learning can be supported continuously as a child develops, and early knowledge and skills inform and influence future learning. This is important for the development of a child as it help them master things and therefore able to distinguish them effectively.

Taking competencies and oral language improvement have a sturdy effect on analyzing fulfillment. Almost all youngsters examine to talk through practice and use through the years, with little or no formal preparation, and the environments wherein youngsters examine their language could have a direct effect in their achievement in literacy.

Integrating math and technological know-how ideas in ordinary activities enhances cognitive, social, emotional, and physical improvement, and thus their average growth. Talents and concepts that kids research at the same time as they’re young will increase as they benefit revel in and knowledge through the years. Used to support each teaching and learning, technology infuses lecture rooms with virtual getting to know tools, including computer systems and hand-held gadgets; expands path services, stories, and gaining knowledge of materials. These competencies help kids to generate ideas, make selections and to use evidence to apprehend key troubles. Technological know-how experiments offer opportunities to coaching writing competencies and make bigger vocabulary through written observations and approaches. Frequently young freshmen battle to comprise element into their writing

Improved self-self-assurance and self-expertise, better verbal exchange competencies, and stepped forward cognition are most of the many motives for coaching the humanities. The humanities are as essential as academics, and that they have to be treated that manner in school curriculum. Gaining knowledge of art goes past growing extra a success students. Running within the arts enables learners to increase innovative trouble-fixing skills. The humanities offer challenges for beginners at all tiers. Art training connects college students with their very own lifestyle in addition to with the broader global

Bodily development is the manager of the body and its movements. It includes the development of each exceptional and gross motor skills and has been proven to have an effect on a child’s development in reading. Physical interest additionally helps kids dissipate energy that can get within the manner of getting to know. Teachers and caregivers sell children’s social and emotional health via setting up trusting relationships, created when instructors express warmth, affection, and respect. Instructors can deliberately teach and decorate those capabilities using proof-based totally techniques to train, model, and improve nice behaviors.

Teachers and caregivers sell children’s social and emotional fitness with the aid of organizing trusting relationships, created whilst teachers explicit warmth, affection, and appreciate. Instructors can deliberately teach and enhance these competencies the use of proof-based totally strategies to teach, model, and reinforce advantageous behaviors

Thru play-primarily based getting to know, skilled educators can introduce and make stronger ideas we want kids to learn in a way that engages each infant’s hobbies. Play based totally getting to know capitalizes on children’s natural feel of inquiry and discovery via arms-on exploration of the arena around them. What is the first step in making plans an early formative years education surroundings? Locating out the kingdom policies and licensing standards. The ground space, system, and materials for play, interaction, and exploration

They include; Pre-teach hard vocabulary and ideas. Kingdom the objective, offering a motive for listening. Teach the mental sports concerned in listening mental be aware-taking, questioning, reviewing. Offer study courses/worksheets. Provide script of film. Offer lecture outlines.

Set up institution Agreements. Choosing group norms, or agreements, proper from the get-go will supply every student a voice and provide duty for all. Educate them a way to pay attention. Train them the artwork of asking accurate Questions. Educate them a way to negotiate. Version What We assume. Organization brain strength

Collaborative Literacy is a rigorous, yearlong curriculum for college kids in grades ok–6 that addresses the core reading, writing, and speak me and listening capabilities that students want whilst fostering their increase as being concerned, collaborative, and principled human beings.

Whilst teachers collaborate, the hobbies, backgrounds and strengths of every instructor can make contributions to an undertaking. Teachers frequently draw help from each some other and might delegate tasks that allow every instructor to experience powerful. Collaboration among instructors contributes to school improvement and pupil achievement

In the long run, reactions to the following five demanding situations will dramatically affect the context of curriculum and preparation in the a.s.a.p… These challenges are 1) demographic changes, coverage modifications, rising technologies, globalization, and refugee and immigration troubles

Address scholar desires. Create a feel of Order. Greet college students on the Door each day. Permit students get to recognize you. Get to know your college students. Avoid worthwhile to control. Avoid Judging. Appoint elegance-building games and activities.

Part Two

Learning Experience Plan Template 1

The theme of three learning experience is planting a Garden

Foundations of Lesson Plan

Content Areas and Developmental Domains

Identify the content area(s) and developmental domain(s) you will address in this learning experience.
The content areas which will be discussed in this plan includes; maths, science and arts. The child will be able to be familiarized with what a garden looks like. This content are therefore in relation to the following developmental domains; cognitive whereby the child will learn counting, sorting and hypothesizing. Physical domain also will play a role whereby the child will be taught how to create the art project and in this case, drawing a garden with flowers, trees among others.

State/District/Professional Standards

Identify one early learning standard that informed you’re planning of this learning experience.
Arizon Early learning standards, 3rd Edition. In this case the child will be able to learn math strand 3 whereby he/she will be taught in measuring and data concept and in this case it includes sorting and classifying different types of plants in the garden.

Learning Goals

Briefly describe your goal(s) or desired outcome(s) of the learning experience.
The goals of this learning experience is that, the child should be able to count 1-10 effectively without forgetting any number. Secondly the child will be able sort different seeds in different categories. Third, the child is able to create a project for instance drawing a garden and decorating it with different types of plants. Hence be able also to hypothesize it efficiently.

Materials/Technology/Equipment/Resources

List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, and other tools and materials needed for this experience.
Length will vary.
1. Using text books about gardening
2. Using pictorial presentation like charts of gardens
3. Planting seeds video will be also help in understanding the course

Lesson Sequence
Align all activities with the standard(s), goal(s), and context.

Introduction/Anticipatory Set

Describe initial teacher-and-child activities that establish a warm connection and capture children’s attention. Answer the following:
· How will you build a sense of relationship and connection with children during the introduction?
First thing as a teacher I will ask the children if they have a garden at home or if a family member has a garden. I will also inquire whether anyone has step in the garden and how it looked like. Secondly, I will start asking children what it contains in the garden then from there, I can comfortable start discussing about what a garden is. In my demonstration, I will be able to use some charts to attract the attention of the children hence, boosting their confidence of listening and ready to learn.
How will you relate the lesson to children’s interests, prior knowledge, and families/communities?
From the experience, relating the lesson to children’s interest it is somehow hard to figure out. Ii is therefore known that kids always love to discover things and hence, can be a good prediction for the teacher. Sometime cognitive skills can be able to determine the interest of kids. But all in all the kids should be able to learn all form of life which are good for the community. The above selected domains and area are good for the moral up bring of any kid for wants to learn. Actually they are the basic of early childhood development and am sure, they will be significant when comes to social, emotional and physical training

Building/Applying Knowledge and Skills

Describe specifically, and in a step-by-step fashion, what you and the children will do in all activities and transitions that are part of this learning experience. Make sure each activity is meaningful and supports your goal(s). Be sure to consider specific content areas and developmental domains that are relevant to the learning experience.
I will start with describing the counting and sorting of the seeds activity. Secondly, I will describe the science part of the activity. And lastly, describe the art activity whereby children will be engaged in drawing the garden and naming different parts of the garden.
After that, I will be able to guide them on how to write numbers from 1-10. This will be accompanied by symbols of the number. Each child I will monitor how he/she write and thereafter be able to assess the level of understanding the concept in the learning objective.
After that I will be able to combine art and math whereby, through art will be able to model different numbers. It will be physical activity and also emotion. This will be able to achieve my goals of solving the problem and also emulating the solved problem.
For each activity, explain how the activity might be differentiated to meet the needs of individual children, including children with exceptionalities. Give specific examples related to particular children in the classroom that you observed.
For reading, the activity can be differentiated by replace other numbers to meet the need of differentiating different numbers. As also explained earlier use of flow charts art arts will be in consideration of children with special needs. They will be able to understand the and therefore be the same like others

Assessment

Assessment is the process by which early childhood professionals gain understanding of children’s development and learning. Describe strategies you will use to assess children’s learning. Consider how you will:
· Utilize and document observation to assess children’s learning.
From the learning of this kids, they are aggressive and wants to emulate everything the teaches does. They are more of pictorial presentation of planting garden. Secondly, they cannot withstand long-time learning process hence there session are short-timed.

Closure

Learning Activities:
Closure is the conclusion of your learning experience. It is a time to wrap up the experience by summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and strategies you will use in the closure of your learning activity.
In conclusion, the learning experience was all about coming up with a comprehensive assessment upon which children 3-4years age are able to grasp different learning concept. The main area were maths, science and arts. The plan showed different perspective upon which learning can be achieved through the stipulated goals.

Learning Experience Plan Template 2

The theme of three learning experience is counting numbers

Foundations of Lesson Plan

Content Areas and Developmental Domains

Identify the content area(s) and developmental domain(s) you will address in this learning experience.
The content areas which will be discussed in this plan includes; maths, and arts. The child will be able to be familiarized with different number. This content are therefore in relation to the following developmental domains; cognitive whereby the child will learn counting and differentiating numbers. Physical domain also will play a role whereby the child will be taught how to create the art project and in this case writing numbers

State/District/Professional Standards

Identify one early learning standard that informed you’re planning of this learning experience.
Arizon Early learning standards, 3rd Edition. In this case the child will be able to learn math strand 3 whereby he/she will be taught in counting and memorizing different numbers. Art Strand 1 whereby children will learn visual Arts and concept and in this case creates and understanding visual art of different numbers.

Learning Goals

Briefly describe your goal(s) or desired outcome(s) of the learning experience.
The goals of this learning experience is that, the child should be able to count 1-10 effectively without forgetting any number. Secondly the child will be able sort different numbers in different categories. Third, the child is able to write different numbers from 1-10.

Materials/Technology/Equipment/Resources

List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, and other tools and materials needed for this experience.
Length will vary.
1. Using text books
2. Using pictorial presentation like charts of different numbers

Lesson Sequence
Align all activities with the standard(s), goal(s), and context.

Introduction/Anticipatory Set

Describe initial teacher-and-child activities that establish a warm connection and capture children’s attention. Answer the following:
· How will you build a sense of relationship and connection with children during the introduction?
First thing as a teacher I will ask the children if they know any number from 0-10. I will also inquire about if they know how to write them. I will ask them to start counting different numbers. In my demonstration, I will be able to use some charts to attract the attention of the children hence, boosting their confidence of listening and ready to learn.
How will you relate the lesson to children’s interests, prior knowledge, and families/communities?
From the experience, relating the lesson to children’s interest it is somehow hard to figure out. Ii is therefore known that kids always love to discover things and hence, can be a good prediction for the teacher. Sometime cognitive skills can be able to determine the interest of kids. But all in all the kids should be able to learn all form of life which are good for the community. The above selected domains and area are good for the moral up bring of any kid for wants to learn. Actually they are the basic of early childhood development and am sure, they will be significant when comes to social, emotional and physical training

Building/Applying Knowledge and Skills

Describe specifically, and in a step-by-step fashion, what you and the children will do in all activities and transitions that are part of this learning experience. Make sure each activity is meaningful and supports your goal(s). Be sure to consider specific content areas and developmental domains that are relevant to the learning experience.
I will start with describing the counting of different numbers. Secondly, I will describe the science part of the activity. And lastly, describe the art activity whereby children will be engaged in drawing the different numbers and also art in which they can count using sticks or any other objects in the classroom.
After that, I will be able to guide them on how to write numbers from 1-10. This will be accompanied by symbols of the number. Each child I will monitor how he/she write and thereafter be able to assess the level of understanding the concept in the learning objective.
After that I will be able to combine art and math whereby, through art will be able to model different numbers. It will be physical activity and also emotion. This will be able to achieve my goals of solving the problem and also emulating the solved problem.
For reading, the activity can be differentiated by replace other numbers to meet the need of differentiating different numbers. As also explained earlier use of flow charts art arts will be in consideration of children with special needs. They will be able to understand the and therefore be the same like others

Assessment

Assessment is the process by which early childhood professionals gain understanding of children’s development and learning. Describe strategies you will use to assess children’s learning. Consider how you will:
· Utilize and document observation to assess children’s learning.
From the learning of this kids, they are aggressive and wants to emulate everything teaches does. They are more of pictorial presentation of planting garden. Secondly, they cannot withstand long-time learning process hence there session are short-timed.

Closure

Learning Activities:
Closure is the conclusion of your learning experience. It is a time to wrap up the experience by summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and strategies you will use in the closure of your learning activity.
In conclusion, the learning experience was all about coming up with a comprehensive assessment upon which children 3-4years age are able to grasp different learning concept. The main area were maths and arts. The plan showed different perspective upon which learning can be achieved through the stipulated goals.

Learning Experience Plan Template 3

The theme of three learning experience is drawing objects

Foundations of Lesson Plan

Content Areas and Developmental Domains

Identify the content area(s) and developmental domain(s) you will address in this learning experience.
The content areas which will be discussed in this plan includes; literacy and arts. The child will be able to be familiarized with different objects such as circle, triangle, cats and dogs. This content are therefore in relation to the following developmental domains; cognitive whereby the child will learn on sorting and hypothesizing. Physical domain also will play a role whereby the child will be taught how to create the art project and in this case, drawing a different objects.

State/District/Professional Standards

Identify one early learning standard that informed you’re planning of this learning experience.
Arizon Early learning standards, Art Strand 1 whereby children will learn visual Arts and concept and in this case creates and understanding visual art of different objects

Learning Goals

Briefly describe your goal(s) or desired outcome(s) of the learning experience.
The goals of this learning experience is that, the child should be able draw different objects. Secondly the child will be able sort different objects in different categories. Third, the child is able to create a project for instance drawing an object and decorating it with different types of colors. Hence be able also to hypothesize it efficiently.

Materials/Technology/Equipment/Resources

List texts, websites, writing/art supplies, props/artifacts, assistive technology, computer software, Internet resources, audio/visual media, and other tools and materials needed for this experience.
Length will vary.
1. Using text books on drawing
2. Using pictorial presentation of different objects
3. Drawing will be also help in understanding the course

Lesson Sequence
Align all activities with the standard(s), goal(s), and context.

Introduction/Anticipatory Set

Describe initial teacher-and-child activities that establish a warm connection and capture children’s attention. Answer the following:
· How will you build a sense of relationship and connection with children during the introduction?
First thing as a teacher I will ask the children if they have seen an objects like toys etc and whether if they have them at home or if a family member has one. I will also inquire whether anyone has played with a toy or any object. Secondly, I will start asking children how objects looks like. In my demonstration, I will be able to use some charts to attract the attention of the children hence, boosting their confidence of listening and ready to learn.
How will you relate the lesson to children’s interests, prior knowledge, and families/communities?
From the experience, relating the lesson to children’s interest it is somehow hard to figure out. Ii is therefore known that kids always love to discover things and hence, can be a good prediction for the teacher. Sometime cognitive skills can be able to determine the interest of kids. But all in all the kids should be able to learn all form of life which are good for the community. The above selected domains and area are good for the moral up bring of any kid for wants to learn. Actually they are the basic of early childhood development and am sure, they will be significant when comes to social, emotional and physical training

Building/Applying Knowledge and Skills

Describe specifically, and in a step-by-step fashion, what you and the children will do in all activities and transitions that are part of this learning experience. Make sure each activity is meaningful and supports your goal(s). Be sure to consider specific content areas and developmental domains that are relevant to the learning experience.
I will start with describing the demonstrating how objects looks like. Secondly I will be able to show the kids what objects are like hence differentiating them for easy understanding.
After that I will be able to combine art and math whereby, through art will be able to model different numbers. It will be physical activity and also emotion. This will be able to achieve my goals of solving the problem and also emulating the solved problem.
For each activity, explain how the activity might be differentiated to meet the needs of individual children, including children with exceptionalities. Give specific examples related to particular children in the classroom that you observed.
For reading, the activity can be differentiated by replace other numbers to meet the need of differentiating different numbers. As also explained earlier use of flow charts art arts will be in consideration of children with special needs. They will be able to understand the and therefore be the same like others

Assessment

Assessment is the process by which early childhood professionals gain understanding of children’s development and learning. Describe strategies you will use to assess children’s learning. Consider how you will:
· Utilize and document observation to assess children’s learning.
From the learning of this kids, they are aggressive and wants to emulate everything the teaches does. They are more of pictorial presentation of planting garden. Secondly, they cannot withstand long-time learning process hence there session are short-timed.

Closure

Learning Activities:
Closure is the conclusion of your learning experience. It is a time to wrap up the experience by summarizing, reviewing, and/or reflecting on the learning that has taken place. Describe all activities and strategies you will use in the closure of your learning activity.
In conclusion, the learning experience was all about coming up with a comprehensive assessment upon which children 3-4years age are able to grasp different learning concept. The main area arts and literacy. The plan showed different perspective upon which learning can be achieved through the stipulated goals.

References

Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation (2nd ed.). Upper Saddle River, NJ: Pearson.

Piasta, S. B., Justice, L. M., O’Connell, A. A., Mauck, S. A., Weber-Mayrer, M., Schachter, R. E. … & Spear, C. F. (2017). Effectiveness of large-scale, state-sponsored language and literacy professional development on early childhood educator outcomes. Journal of Research on Educational Effectiveness, 10(2), 354-378.

Storch, J. F. (2016). Inclusion, Effective Practices, and Coaching in Early Childhood Education (Doctoral dissertation, University of Florida).

Epstein, A., & Willhite, G. L. (2017). Teacher efficacy in an early childhood professional development school. International Electronic Journal of Elementary Education, 7(2), 189-198.