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 li ...

1. 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.

2. 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

3. 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

4. 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.

5. 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

6. 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

7. 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

8. 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.

9. 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

10. 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?

11. 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.

12. 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

13. 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.

14. 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

15. 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

16. 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,

17. 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.
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

18. 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

19. 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

20. 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

21. 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.).

22. 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).

23. 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

24. 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

25. 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.
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

26. 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.

27. 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?
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

28. 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: [email protected]
mailto:[email protected]
http://www.waldenu.edu/Colleges-and-Schools/College-of-
Education-and-Leadership.htm
http://caepnet.org/

29. 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.
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

30. 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-

31. 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

32. 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.

33. 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.

34. 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

35. 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

36. 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.

37. 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

38. 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;

39. • maintaining stable staff; and
• instituting ongoing program planning and career development
opportunities for staff as well
as continuous program improvement.