Megan Elliot Login or Register to save your progress or resume a saved form. Megan Elliot If you are a human and are seeing this field, please leave it blank. Username Password Reset Password Username Email Password Re-enter password 4 + 4 = 1.A. Building Positive Relationships among Teachers and Families 1.A.01 Teachers work in partnership with families, establishing and maintaining regular, ongoing, two-way communication. 1.A.03 Teachers communicate with family members on an ongoing basis to • a. learn about children's individual needs and • b. ensure a smooth transition between home and program. 1. A.05 Teachers share information with families about classroom rules, expectations, and routines not only at enrollment but also as needed throughout the year. 1.C. Helping Children Make Friends 1.C.03 Teaching staff support children as they practice social skills and build friendships by helping them: • a. enter into [play] • b. sustain [play] • c. enhance play. 1.D. Creating a Predictable, Consistent, and Harmonious Classroom 1.D.01 Teaching staff counter potential bias and discrimination by • a. treating all children with equal respect and consideration. • b. initiating activities and discussions that build positive self-identity and teach the valuing of differences. • c. intervening when children tease or reject others. • d. providing models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations. • e. avoiding stereotypes in language references. 1.D.02 Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom • a. rules • b. plans • c. activities. 1.D.04 Teachers help children talk about • a. their own and • b. others' emotions • c. explore a wide range of feelings and the different ways that those feelings can be expressed. 2.A. Curriculum: Essential Characteristics 2.A.07 The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to individual needs of the children. The schedule • a. provides time and support for transitions • b. includes both indoor and outdoor experiences • c. is responsive to a child's need to rest or be active. 2.A.08 Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society, including • a. gender • b. age • c. language • d. abilities. Materials and equipment • e. provide for children's safety while being appropriately challenging. • f. encourage exploration, experimentation, and discovery. • g. promote action and interaction. • h. are organized to support independent use. • i. are rotated to reflect changing curriculum and accommodate new interests and skill levels. • j. are rich in variety. • k. accommodate children's special needs. 2.A.10 The curriculum guides teachers to incorporate content, concepts, and activities that foster • a. social • b. emotional • c. physical • d. language • e. cognitive development • f. integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social studies. 2.A.11 The schedule • a. provides children learning opportunities, experiences, and projects that extend over the course of several days and incorporates time for: • b. play • c. creative expression • d. large-group • e. small-group • f. child-initiated activity. 2.A.12 The curriculum guides teachers to plan for children's engagement in play (including dramatic play and blocks) that is integrated into classroom topics of study. 2.C. Areas of Development: Physical Development 2.C.03 Children are provided varied opportunities and materials that support fine-motor development. 2.C.04 Children have varied opportunities and are provided equipment to engage in large motor experiences that • a. stimulate a variety of skills. • b. enhance sensory-motor integration. • c. develop controlled movement (balance, strength, coordination). • d. enable children with varying abilities to have large-motor experiences similar to those of their peers. • e. range from familiar to new and challenging. • f. help them learn physical games with rules and structure. 2.D. Areas of Development: Language Development 2.D.02 Children are provided opportunities to experience oral and written communication in a language their family uses or understands. 2.D.04 Children have varied opportunities to develop vocabulary through • a. conversations • b. experiences • c. field trips, and • d. books. 2.D.06 Children have varied opportunities and materials that encourage them to have discussions to solve problems that are • a. interpersonal and • b related to the physical world. 2.E. Curriculum Content Area for Cognitive Development: Early Literacy 2.E.03 Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom: • a. Items belonging to a child are labeled with his or her name. • b. Materials are labeled. • c. Print is used to describe some rules and routines. • d. Teaching staff help children recognize print and connect it to spoken words. 2.E.04 Children have varied opportunities to • a. be read books in an engaging manner in group or individualized settings at least twice a day in full-day programs and at least once daily in half-day programs. • b. be read to regularly in individualized ways including one-to-one or in small groups of two to six children. • c. explore books on their own and have places that are conducive to the quiet enjoyment of books. • d. have access to various types of books, including storybooks, factual books, books with rhymes, alphabet books, and wordless books. • e. be read the same book on repeated occasions. • f. retell and reenact events in storybooks. • g. engage in conversations that help them understand the content of the book. • h. be assisted in linking books to other aspects of the curriculum. • i. identify the parts of books and differentiate print from pictures. 2.E.05 Children have multiple and varied opportunities to write: • a. Writing materials and activities are readily available in art, dramatic play, and other learning centers. • b. Various types of writing are supported including scribbling, letter-like marks, and developmental spelling. • c. Children have daily opportunities to write or dictate their ideas. • d. Children are provided needed assistance in writing the words and messages they are trying to communicate. • e. Children are given the support they need to write on their own, including access to the alphabet and to printed words about topics of current interest, both of which are made available at eye level or on laminated cards. • f. Children see teaching staff model functional use of writing and are helped to discuss the many ways writing is used in daily life. 2.E.07 Children are given opportunities to • a. recognize and • b. write letters. 2.F. Curriculum Content Area for Cognitive Development: Early Mathematics 2.F.02 Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols. 2.F.03 Children are provided varied opportunities and materials to categorize by one or two attributes such as shape, size, and color. 2.F.05 Children are provided varied opportunities and materials that help them understand the concept of measurement by using • a. standard and • b. non-standard units of measurement. 2.F.06 Children are provided varied opportunities and materials to understand basic concepts of geometry by, for example, naming and recognizing two- and three-dimensional shapes and recognizing how figures are composed of different shapes. 2.F.07 Children are provided varied opportunities to build an understanding of time in the context of their lives, schedules, and routines. 2.F.08 Children are provided varied opportunities and materials that help them recognize and name repeating patterns. 2.G. Curriculum Content Area for Cognitive Development: Science 2.G.02 Children are provided varied opportunities and materials to learn key content and principles of science such as • a. the difference between living and nonliving things (e.g., plants versus rocks) and life cycles of various organisms (e.g., plants, butterflies, humans). • b. earth and sky (e.g., seasons; weather; geologic features; light and shadow; sun, moon, and stars). • c. structure and property of matter (e.g., characteristics that include concepts such as hard and soft, floating and sinking) and behavior of materials (e.g., transformation of liquids and solids by dissolving or melting). 2.G.03 Children are provided varied opportunities and materials that encourage them to use the five senses to observe, explore, and experiment with scientific phenomena. 2.G.04 Children are provided varied opportunities to use simple tools to observe objects and scientific phenomena. 2.G.05 Children are provided varied opportunities and materials to • a. collect data and to • b. represent and document their findings (e.g., through drawing or graphing). 2.G.06 Children are provided varied opportunities and materials that encourage them to think, question, and reason about observed and inferred phenomena. 2.G.08 Children are provided varied opportunities and materials that help them learn and use scientific terminology and vocabulary associated with the content areas. 2.H. Curriculum Content Area for Cognitive Development: Technology 2.H.03 Technology is used to • a. extend learning within the classroom and to • b. integrate and enrich the curriculum. 2.J. Curriculum Area for Cognitive Development: Creative Expression and Appreciation for the Arts 2.J.01 Children are provided varied opportunities to gain an appreciation of • a. art [in ways that reflect cultural diversity], • b. music [in ways that reflect cultural diversity], • c. drama [in ways that reflect cultural diversity], and • d. dance [in ways that reflect cultural diversity]. 2.J.04 Children are provided varied opportunities to learn new concepts and vocabulary related to • a. art, • b. music, • c. drama, and • d. dance. 2.J.05 Children are provided varied opportunities to develop and widen their repertoire of skills that support artistic expression (e.g., cutting, gluing, and caring for tools). 2.J.06 Children are provided many and varied open-ended opportunities and materials to express themselves creatively through • a. music, • b. drama, • c. dance and • d. two- and three-dimensional art. 2.J.07 Children have opportunities to respond to the art of other children and adults. 2.K Curriculum Content Area for Cognitive Development: Health and Safety 2.K.01 Children are provided varied opportunities and materials that encourage good health practices such as serving and feeding themselves, rest, good nutrition, exercise, hand washing, and tooth brushing. 2.K.02 Children are provided varied opportunities and materials to help them learn about nutrition, including • a. identifying sources of food and • b. recognizing, • c. preparing, • d. eating, and • e. valuing healthy foods. 2.K.03 Children are provided varied opportunities and materials that increase their awareness of safety rules in their • a. classroom, • b. home, and community. 2.L. Curriculum Content Area for Cognitive Development: Social Studies 2.L.01 Children are provided varied learning opportunities that foster positive identity and an emerging sense of • a. self and • b. others. 2.L.02 Children are offered opportunities to become a part of the classroom community so that each child feels accepted and gains a sense of belonging 2.L.03 Children are provided varied opportunities and materials to build their understanding of diversity in • a. culture, • b. family structure, • c. ability, • d. language, • e. age, and • f. gender in non-stereotypical ways. 2.L.04 Children are provided opportunities and materials to explore social roles in the family and workplace through play. 2.L.05 Children are provided varied opportunities and materials to learn about the community in which they live. 2.L.06 Children have varied opportunities to engage in discussions about • a. fairness, • b. friendship, • c. responsibility, • d. authority, and • e. differences. 2.L.07 Children are provided varied opportunities and materials to learn about physical characteristics of their local environment as a foundation for learning geography. 2.L.08 Children are provided varied opportunities and materials to learn how people affect their environment in • a. positive (e.g., recycling) and • b. negative (e.g., polluting) ways. 2.L.10 Children are provided opportunities and materials that build a foundation for understanding economic concepts (e.g., playing restaurant, managing a store, and identifying and exchanging money.) 3.A. Designing Enriched Learning Environments 3.A.01 Teaching staff, program staff, or both work as a team to implement daily teaching and learning activities, including Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), and other individual plans as needed. 3.A.06 • a. Teachers create classroom displays that help children reflect on and extend their learning. • b. They ensure that children's recent works predominate in classroom displays (e.g., art, emergent writing, graphic representation, and three-dimensional creations) and that • c. some displays are at children's eye level. 3.A.07 Teaching staff and children work together to arrange classroom materials in predictable ways so children know where to find things and where to put them away. 3.B. Creating Caring Communities for Learning 3.B.02 Teaching staff create and maintain a setting in which children of differing abilities can progress, with guidance, toward increasing levels of • a. autonomy, • b. responsibility, and • c. empathy. 3.B.11 Teaching staff create a climate of mutual respect for children by being interested in their • a. ideas, • b. experiences, and • c. products. 3.D. Using Time, Grouping, and Routines to Achieve Learning Goals 3.D.04 Teaching staff offer children opportunities to interact with children of various ages. 3.D.05 Teachers plan for children to revisit experiences and materials over periods of • a. days, • b. weeks, and • c. months. 3.D.10 Teachers organize time and space on a daily basis to allow children to work or play • a. individually and • b. in pairs, • c. to come together in small groups, and • d. to engage as a whole group. 3.D.11 Teachers create opportunities for children to engage in group projects and to learn from one another. 3.E. Responding to Children's Interests and Needs 3.E.01 Teaching staff reorganize the environment when necessary to help children explore new concepts and topics, sustain their activities, and extend their learning. 3.E.02 Teachers scaffold children's learning by • a. modifying the schedule, • b. intentionally arranging the equipment, and • c. making themselves available to children. 3.E.03 Teachers use children's interest in and curiosity about the world to engage them with new content and developmental skills. 3.E.04 Teachers use their knowledge of individual children to modify strategies and materials to enhance children's learning. 3.E.08 Teachers use their knowledge of children's • a. social relationships, • b. interests, • c. ideas, and • d. skills to tailor learning opportunities for groups and individuals. 3.F. Making Learning Meaningful for All Children 3.F.01 Teachers use curriculum in all content and developmental areas as a flexible framework for teaching and to support the development of daily plans and learning experiences. 3.F.02 Play is planned for each day. 3.F.06 Teachers offer children opportunities to engage in classroom experiences with members of their families 3.G. Using Instruction to Deepen Children's Understanding and Build Their Skills and Knowledge 3.G.01 Teachers have and use a variety of teaching strategies that include a broad range of approaches and responses. 3.G.02 Teachers use multiple sources (including results of informal and formal assessments as well as children's initiations, questions, interests, and misunderstandings) to • a. identify what children have learned. • b. adapt curriculum and teaching to meet children's needs and interests • c. foster children's curiosity. • d. extend children's engagement. • e. support self-initiated learning. 3.G.03 As children learn and acquire new skills, teachers • a. use their knowledge of children's abilities to fine-tune their teaching support. • b. Teachers adjust challenges as children gain competence and understanding. 3.G.08 Teachers help children identify and use prior knowledge. They provide experiences that extend and challenge children's current understandings. 3.G.09 Teachers engage in collaborative inquiry with individual children and small groups of children. 3.G.11 Teachers are able to determine the different components of a task and break it into meaningful and achievable parts. 3.G.12 Teachers promote children's engagement and learning by • a. responding to their need for and interest in practicing emerging skills, and • b. by enhancing and expanding activities that children choose to engage in repeatedly. 3.G.13 Teachers promote children's engagement and learning by guiding them in acquiring specific skills and by explicitly teaching those skills. 3.G.14 Teachers demonstrate their knowledge of content and developmental areas by creating experiences that engage children in purposeful and meaningful learning related to key curriculum concepts. 4.B. Using Appropriate Assessment Methods 4.B.05 Staff-developed assessment methods • a. are aligned with curriculum goals. • b. provide an accurate picture of all children's abilities and progress. • c. are appropriate and valid for their stated purposes. • d. provide meaningful and stable results for all learners, including English-language learners and children with special needs. • e. provide teachers with clear ideas for curriculum development and daily planning. • f. are regularly reviewed to be certain that they are providing the needed information. 4.C. Identifying Children's Interests and Needs and Describing Children's Progress 4.C.02 Teachers assess the developmental progress of each child across all developmental areas, using a variety of instruments and multiple data sources that address the program's curriculum areas. Staff with diverse expertise and skills collect information across the full range of children's experiences. 4.C.03 Teachers refer to curriculum goals and developmental expectations when interpreting assessment data. 4.D. Adapting Curriculum, Individualizing Teaching, and Informing Program Development 4.D.01 Teachers or others who know the children and are able to observe their strengths, interests, and needs on an ongoing basis conduct assessments to inform classroom instruction and to make sound decisions about individual and group curriculum content, teaching approaches, and personal interactions. 4.D.03 Teachers interact with children to assess their strengths and needs to inform curriculum development and individualize teaching. 4.D.07 Teachers talk and interact with individual children and encourage their use of language to inform assessment of children's strengths, interests, and needs. 4.D.08 Teachers observe and document children's work, play, behaviors, and interactions to assess progress. They use the information gathered to plan and modify the curriculum and their teaching. 4.E. Communicating with Families and Involving Families in the Assessment Process 4.E.01 Families have ongoing opportunities to share the results of observations from home to contribute to the assessment process. 4.E.03 Teachers, families, and relevant specialists have regular opportunities to participate in two-way communication conferences to discuss each child's progress, accomplishments, difficulties in the classroom and at home as well as to plan learning activities. 7.B. Sharing Information Between Staff and Families 7.B.06 Program staff communicate with families on at least a weekly basis regarding children's activities and developmental milestones, shared caregiving issues, and other information that affects the well-being and development of their children. Where in-person communication is not possible, program staff communicate through established alternative means. 9.A. Indoor and Outdoor Equipment, Materials, and Furnishings 9.A.07 • a. Staff organize and group materials on low, open shelves to encourage children to use them independently. • b. Staff rotate and adapt materials to promote learning and extend children's play opportunities.