NAEYC Standards

The program will promote a positive relationship between the adults and the children. Each child has a sense of individual belonging and worthiness not only as part of the community but also through fostering the kid’s ability to contribute through taking considerable responsibilities in the community (Hyson & Biggar, 2006). The program also aims to develop responsive, sensitive relationship that will help kids to feel a sense of security. The secure and safe environment is built on positive relationship to assist the kid in developing physically, benefiting in the learning experience and getting along with other students.

Children and adult feel welcome to the program upon their visit. Teachers play an essential role in helping the children adapt to the program deliverable as well as developing friendship with the kids (Lutton, 2011).

There is a warm teaching staff characterized by a friendly conversation where children are recognized and encouraged to work and achieve specific targets.

Teachers encourage kids to work and play together.

Teachers solve conflicts among the kids by helping them identify feelings and problems alongside providing alternative solutions and refrain from punishing them.

The program is committed to implementing a curriculum that is consistent with the set goals for the kids. This program helps to promote the development and learning in the various aspects such as cognitive, language, physical, emotional and social.

Moreover, the program provides a well-written curriculum that offers guidelines to the administration and teachers. The curriculum also helps teachers to work together with the administration, and parents in bringing about a balance between the various activities and approaches that maximizes the kid development and learning (Lutton & Ahmed, 2009). The curriculum properly captures the objectives and goals of the content that the kids will be learning and all the activities linked to these goals are appropriately planned including well designed daily schedules, all the materials to be used as well as the routine to follow.

The program uses appropriate linguistic, cultural and developmental approaches towards implementing effective teaching methods that enhance child development and learning. This is implemented in the context of curriculum goals and objectives.

The program understands that a kid has different learning backgrounds, interests, capabilities, needs and style. Therefore, it recognizes these differences and uses instructional approaches that suit the needs of the kid, staffs and teachers helping the child learn. The teachers carefully supervise the children, by providing outdoor and indoor activities, proper organization of space and time that allows kids to play or work both at the individual level and as a group (Melhuish & Gardiner, 2019). The recent works done by the student are displayed in the classroom to help them in not only reflecting but also to extend their learning. Teachers are allowed to modify their materials and strategies to help them respond to the interest and needs of kids and also engaging them to enhance their learning.

The program is developed based on the ongoing formal, informal and systematic assessments methods that provide information to the kid development and learning. These assessments take place in collaboration with or through a reciprocal communication with the family and respect the sensitivity that comes with the cultural context of the kid development (Senisl, n.d). The assessment results help to make informed choices on teaching and program improvement. For example, it allows teachers to make appropriate plans, challenge the curriculum in a way that it responds to the needs and strength of the kid. It also ensures that teachers identify the child weaknesses and ensures that they receive the needed services.

The program promotes the health needs of the child by recommending balanced nutrition to the child. It also protects the staff and children from injury and illness. For the child to learn and grow, they must be safe and healthy. Teachers have training in pediatric first aid, and infants sleep on their backs. The program includes policies that emphasize routine hand washing as well as sanitizing surfaces in the facility. The program has a well-outlined plan that helps to respond to illnesses and notifying the parents on time. The program ensures that meals and snacks are nutritious and are not only prepared but also stored in a safe environment.

The programs recruit teachers and staffs that meet the set qualification standards in terms of professional, knowledge and education qualification. These qualifications and commitment are essential in promoting child development and learning and helps to meet the diverse interest and needs of the family (Slot, 2018). The program recruits teacher that have positive interactions with kids language experience and establishes a quality learning environment.

The program ensures there is a collaborative relationship with the kid’s family to foster development and learning in all the settings. These relationships are toiled towards maintaining a sensitive culture to the composition of the family culture and language (Yoshikawa et al. 2013). The program establishes a mutual relationship with the family based on mutual respect and trust. To effectively achieve child learning and development, the program involves the child family in educational growth by encouraging the maximally to participate in the program (Slot, 2018). Therefore, all families are encouraged and welcomed to all aspects of the program. Staffs and teachers talk with the family to understand the family structure and culture. The program includes operating procedures and policies toiled towards providing a language that families understand.

To achieve the set goals, the program uses resources from the children’s community and establishes a positive relationship with the community. Developing relationships with institutions and agencies in the local community helps not only to achieve the set goals but also in connecting with families in supporting child learning and healthy development (Lutton & Ahmed, 2009). As such, the program uses local resources such as libraries, and health and nutrition officers to update their menu. The program will develop a professional relationship with local organization and agencies that enhances the program capacity to address the needs and interest of the kid and the family.

The program is based on a safe and healthy environment that has properly maintained outdoor and indoor physical environment. This environment is made up of materials, equipment’s and facilities that facilitate staff and child development and learning. The program will ensure this through proper design of the facility to help staffs and teachers supervising to see and hear the child. The program provides proper furnishing of tables, sleeping pads, chairs, cots, and handwashing sinks. It also provides the availability of fire alarms, fire extinguishers, first aid kids, among others.

The program ensures effective implementation of the systems, procedures and policies that support active personnel and stable staffs. I have a strong fiscal planning and program management skills that ensures that staff, family and children get a high-quality experience (Hyson & Biggar, 2006). Also, I will ensure that the administrators have the needed educational qualifications in their respective fields. As such, this will ensure that the program secures the necessary licenses that are required from a state agency. The program will have well-written procedures and policies that are shared with the family and addresses the policies, curriculum goals and philosophy.