THE WHY

Requirement

Programs: CCTR, CSPP, CMIG, CHAN, CFCC

The standards for the child development & education program component must include an approach that is developmentally, linguistically, and culturally appropriate

 

 

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Trainings

THE HOW & WHAT

Strategies

Interpreting regulations & putting them into practice can be challenging. Below are strategies to ensure this component is met:

 

Approach

Must include an approach that is developmentally, linguistically & culturally appropriate. 

Effective environments for young dual language learners are intentionally designed to make dual language learners feel welcome, safe, and secure. To best meet the needs of dual language learners, teachers should do the following when creating the classroom environment and selecting materials:

  1. Include visual aids such as pictures, photographs, toys, and picture books that encourage hands-on learning and peer interaction.
  2. Incorporate cultural artifacts and educational materials that reflect the cultures and home languages of the children and families.
  3. Provide safe havens where children are not required to speak with anyone.
  4. Establish consistent, predictable routines and procedures.
  5. Provide spaces for children to interact in small groups and one-on-one.
  6. Create spaces where teachers and other adults can interact with dual language learners individually and in small groups.
  7. Make clear signs and explicit picture cues for interest areas and the daily schedule.

 

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Step 1: Preparation 

The Desired Results Developmental Profile (DRDP) is a formative assessment instrument used to inform instruction and program development.

The DRDP is made up of eight domains that each focus on the acquisition of knowledge, skills, or behaviors that reflect each domain’s developmental constructs. For preschool-age children, each contractor will determine if they will use either the Comprehensive or Fundamental view to assess the child's developmental progress.

LINKS/RESOURCES

DRDP Assessments Forms

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Social Emotional Development

It must support children's social and emotional development by Building trust, And planning routines, and transitions so they can occur in a timely, predictable, and unhurried manner, The program must be designed to help children develop emotional security and facilitate social relationships

LINKS/RESOURCES

DRDP Observation Resources (Paper observation records)

DRDP Portfolio Application (Electronic child portfolio)
 

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Encouragement

The program must encourage respect for the feelings and rights of others.

LINKS/RESOURCES

Rating Records (Paper rating record)

DRDPtech (Electronic rating record)

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Inclusive

The program must be inclusive of children with special needs.

LINKS/RESOURCES

Child Developmental Progress (EESD Conference Form)

Group Instructions & Form (EESD 3900)

Program Instructions & Form (EESD 4004)

 

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Cognitive & Language Skills

The program must provide for the development of each child's cognitive and language skills by using various strategies, including experimentation, inquiry, observation, play, and exploration; ensuring opportunities for creative self-expression through activities such as art, music, movement, and dialogue, promote interaction and language use among children and between children and adults; And support emerging literacy and numeracy development.

LINKS/RESOURCES

Teaching & Learning Course: Education Program


Physical Development

The program must promote each child's physical development by providing sufficient time, indoor and outdoor space, equipment, materials, and guidelines for active play and movement.


Healthy & Safe Environments

The program must promote and maintain practices that are healthy and safe.

Reference

Education Code: 8203
Title 5: 18273

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