A. Supporting Growth & Development
1. The child’s development of individuality and effective social relationships is supported through planned classroom experiences and teacher interactions.
2. The child’s development of language and cognitive development is supported through planned classroom experiences and teacher interactions.
3. Child and teacher interactions support child’s emotional development.
4. Routines are in place to protect children’s and teacher’s health and well-being. Surfaces and toys are cleaned appropriately. There are provisions for sanitary disposal of diapers a well as bloody waste. Gloves and other protective equipment are available for teachers to use when changing diapers and treating ill or injured children. There are adequate facilities for children and staff to toilet and wash their hands.
5. Appropriate play activities to develop children’s small and large muscles are planned and encouraged both indoors and outdoors.
6. Meals and snacks are nutritious and appealing. Parents receive the menu information they need.
B. Learning Through Play & Exploration
1. The role of play in children's learning is communicated.
2. The daily schedule provides sufficient time for learning through exploration.
3. Indoor and outdoor areas are clean, safe, and attractive.
4. There is an adequate supply of age-appropriate equipment and materials. Materials are durable, in good repair, and are readily accessible to children.
C. Fostering Independence & Choice
1. Children have many opportunities to make choices about their day.
2. The program has consistent and reasonable expectations for children's behavior.
3. Children have many opportunities to express their emotions and to be a part of the solution of conflict.
4. Organization of the classroom provides opportunities for choice.
5. Activities are child-directed and open-ended.
D. Involving Families & Communities
1. Program utilizes community resources to enrich the curriculum.
2. Orientation practices and routines help welcome new families and smooth children’s transitions from one class to another.
3. Staff/parent communication give adults opportunities to share information about childrearing practices.
4. Parents are welcome to visit and encouraged to become involved in center activities.
5. There are effective routines for oral and/or written day-to-day parent/teacher communications.
6. Conferences about children’s progress and accomplishments are scheduled when parents or teachers feel they are needed and are conducted at least once a year.
7. There are safe arrival and departure routines that allow for appropriate staff-parent interactions.
E. Developmentally Appropriate Practice
1. The assessment process in the program uses the results to benefit the children’s instruction opportunities through planning and individualized instruction.
2. The assessment relies on multiple sources of information about children, such as collections of their work, results of teacher interviews and dialogues, as well as observations.
3. The assessment examines children’s strengths and capabilities rather than just their weaknesses or what they do not know.
4. The assessment procedure involves collaboration among teachers, children, administrators, and parents.
5. Information from parents is used in planning instruction and evaluating children's learning.
6. The program’s activities reflect an appreciation and respect for cultural diversity.
F. Program
1. The program has a clearly stated philosophy and goals.
2. The curriculum, environment, and activities reflect the stated philosophy and goals.
G. Comments
