Summative Assignment

Running head: Supporting Developmentally Appropriate Practices 1

Supporting Developmentally Appropriate Practices

Annette Williams

ECE671: Management and Administration of Early Childhood Programs

Instructor Guevara

March 16, 2020

Supporting Developmentally Appropriate Practices

- 1 -

[no notes on this page]

Supporting Developmentally Appropriate Practices 2

About my core value, the vision, values, and mission obtained from the center of my

choice in week one, the program follows and meets Developmentally Appropriate Practices

(DAP) guidelines in several ways. First by ensuring that children are provided with quality

programs- and that these are programs in which children will grow, learn and developmentally

progress through their early educational years. One of the actions in which Developmentally

Appropriate Practices (DAP) is being implemented is that the children are being acknowledged

for what they say and do. When a student has answered a question, the teacher has to give

positive comments to acknowledge their contributions.

The three strategies in which Developmentally Appropriate Practices (DAP) can be

implemented would be through encouraging the persistence of children, giving specific feedback

and asking questions that provoke children’s thinking. “Encourage persistence and effort rather

than just praising and evaluating what the child has done” (National Association for the

Education of Young Children, 2016). Students may be thanked for their efforts; however, the

teacher should not make them feel like they have already made it. He/she should inform them of

ways they could improve or identify areas that need some changes to make them put more effort

into studying. However, assisting children and giving directions for their current competence.

Giving specific feedback would also be an effective strategy in which Developmentally

Appropriate Practices (DAP) could be implemented. When students get specific feedback, they

understand the specific errors they have done and how they can improve. Teachers should not

just give general comments, but they should try to give specific feedback that makes it easy for

students to improve. The last strategy would be to ask questions that provoke the children’s

thinking. Open-ended questions would be useful in this case. Students would have an

- 2 -

1

2

3

1. provided with quality

programs-

how can you tell the quality

programs are provided?

Put on your consultant hat

and give me a more critical

analysis with evidence

[Frank Guevara]

2. persistence

this is a wonderful point

because it helps to build

resilience [Frank Guevara]

3. Giving specific feedback

would also be an effective

strategy in which

Developmentally

Appropriate Practices

(DAP) could be

implemented. When

students get specific

feedback, they

understand the specific

errors they have done and

how they can improve.

Teachers should not

just give general

comments, but they should

try to give specific

feedback that makes it easy

for

students to improve.

this seems very similar to

your first point; can you give

an example of what is being

done (or not)? [Frank

Guevara]

Supporting Developmentally Appropriate Practices 3

opportunity to think about possible solutions to the problems. Developmentally Appropriate

Practices (DAP) is an ongoing process.

Health & Safety Guidelines

How is the health and safety guideline are communicated to staff and families?

Recommendation for Change OR Approval

The Rationale for change OR approval & Citation

Teaching staff has training in pediatric first aid.

“Most states’ childcare regulations require staff to have training in pediatric first aid that includes rescue breathing and CPR” (Freeman, Decker & Decker, 2018).

Inform teachers that they must undergo training in pediatric first aid in school opening meetings. Provide the teachers the training for first aid that needs the training.

Teachers must be informed earlier of the necessity to undergo training. Teachers must sign up for training promptly.

Infants are placed on their backs to sleep. (Replace this with your own choice of health guideline if the program does not serve infants.)

“Caregivers can reduce the risk of SIDS by always putting infants to sleep on their backs” (Freeman, Decker & Decker, 2018). (National Institute of Child Health and Human Development [NICHD], 2013)

Send messages to parents to remind them of how they are supposed to place their infants to sleep.

Parents may forget the right way of putting their children to sleep, therefore, texting them regularly would be helpful.

The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.

“Frequent hand washing is the best way to stop the spread of germs” and “Carefully following recommended cleaning, sanitizing, and disinfecting practices can keep childcare environments safe and healthy for both children and adults” (Freeman, Decker & Decker, 2018).

Use of boards and frequent emails

Tips on cleanliness need to be done daily. Using a daily cleaning log and initially the daily cleaning.

There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.

“Refer to your state’s licensing regulations to be certain you are in compliance as to when and for how long you must exclude children with particular communicable illnesses or conditions” (Freeman, Decker & Decker, 2018).

Call parents in case of communicable illnesses. Sending home pertinent information regarding child illness.

Parents must be notified immediately of child illnesses. Place child in the illness area until parents arrive.

Snacks and meals are nutritious, and

“meal planners must use ounces equivalent to the child

Provide parents the menu of the month either by both emails

Storing safely by documenting time, date and

- 3 -

1

2

3

4

1. problems.

example please [Frank

Guevara]

2. Teaching

what specifically at your

program is being

communicated? is it

adequate? why/why not?

[Frank Guevara]

3. messages

so are you saying your

program does not

communicate this to families?

[Frank Guevara]

4. frequent

what actually happens at your

program? [Frank Guevara]

Supporting Developmentally Appropriate Practices 4

food is prepared and stored safely.

age group. The amount of creditable grain served as part of a reimbursable for meal or snack” (United States Department of Agriculture Food and Nutrition Service, 2017).

and in person. Parents can oversee the menu on the school website and bulletin board.

quantity. Using different measurement storage containers. .

References

Freeman, N. K., Decker, C. A., & Decker, J. R. (2018). Planning and administering early

childhood programs (11th ed.). Retrieved from https://content.ashford.edu/

National Association for the Education of Young Children. (2016). (n.d.). About NAEYC.

Retrieved from http://www.naeyc.org/content/about-naeyc

National Institute of Child Health and Human Development (NICHD). (2013).

How many infants die from SIDS or are at risk for SIDS? Retrieved from

http://www.nichd.nih.gov/health/topics/sids/conditioninfo/Pages/ risk.aspx

- 4 -

[no notes on this page]

Supporting Developmentally Appropriate Practices 5

United States Department of Agriculture Food and Nutrition Service. (2017). Retrieved from

https://www.fns.usda.gov/cacfp/child-and-adult-care- food-program

- 5 -

[no notes on this page]