Standards For Implementing Quality Early Childhood Programs
5th EditionStandards for ImplementingQuality Early Childhood ProgramsCenter-based Child Care & Head StartInstrument for Self-Appraisal and ValidationMaryland State Department of EducationDivision of Early Childhood Development200 West Baltimore Street 10th FloorBaltimore, Maryland 21201For information on the Accreditation Project contact:Vanessa Jones410-767-8961MSDE Copyright 2010CBCC/HS 2010
CONTENTSI.II.III.Program Administration1.1Mission Statement . p. 1-41.2Program Personnel . p. 5-81.3Program Continuity . p. 9-111.4Program Accountability . p. 12-13Program Operation2.1Environment (Birth-6 years) p. 14-202.2I/T Care and Learning Opportunities(Birth-36 months) .p. 21-282.2Curriculum (3-6 years) p. 29-402.3Instruction (3-6 years) p. 41-492.4Assessment (Birth-6 years) .p. 50-53Home and Community Partnerships3.1Partnerships (Birth-6 years) . p. 54-58Classroom Learning Materials ChecklistsFor Infants and Toddlers .For Ages 3 to 6 Years. .p. 59-61p. 62-66iiiCBCC/HS 2010
Self-Appraisal and Accreditation/Validation InstrumentI. OrganizationMSDE refers to each standard with individually and corresponding indicators, best practices, evidences of achievement,whether documented or observed, and rating as the “instrument”. The instrument for self-appraisal andaccreditation/validation is designed to define the program standards and outline the components of a quality early childhoodprogram.The Instrument focuses on three broad areas:1. Program Administration2. Program Operation3. Home and Community PartnershipsAll Instruments start by identifying the Standard of achievement in the first row. These Standards are comprehensivestatements that support the development and maintenance of high quality programs. Below the Standard follows another rowwith four columns citing research evidence, supporting rationale, a programs’ opportunity to demonstrate evidence of qualitypractice requested and an opportunity to rate its quality as present fully or partially.A. Each standard has Indicators, which further define and measure the program Standards.B. The Best Practices/Rationale is stated in this section, which is located next to the Indicators. Research-based bestpractices describe each standard indicator in detailed terms that can be documented and/or observed.C. The Required Evidence column is new to the 5th Edition. It is meant to clarify items that are required, not merelyexamples of quality. Next to the best practices/rationale is a list of Required Evidence. This required evidence will assistprogram staff to identify specific program items that meet the best practices criteria and validate that correspondingindicators have been met. Required Evidence that is demonstrated through observation is noted with a bold circle.Required Evidence that is demonstrated through documentation is noted with a bold square and placed in the appropriatebinder. Required evidence must be demonstrated to receive a “fully met” rating on the indicator.1) Representative Examples are programs elements or practices that support the indicator. Representative Examplesare not required to be documented or observed. However, the Representative Examples do demonstrate bestpractices under the indicator in each program area.ivCBCC/HS 2010
2) A section for Program Examples is provided under the Representative Examples section. Programs should noteany additional examples that meet best practices and are specific to that program. This section should be completedas the self-appraisal team rates the program.D. The Rating chart is located in the last column. It provides a space for the program staff and the Validator to record ratingsfor each indicator, based on documented and observable evidence.II. DirectionsPrograms begin by identifying each Standard. Then read each defining characteristic of that Standard found in the indicator.Next, read the “Best Practice/Rationale” to ensure understanding of program implementation. After, determine if and howyour program has met this indicator by articulating if it has all items within the “Required Evidence”, column. Finally,indicate where the program has determined its rates in providing documented or observed evidence of quality.A. Required Evidence which can be demonstrated through documentation is noted with a bold square. Required evidencewhich must be observed is marked with a bold circle. All required evidence that is marked with a bold square should beplaced in the appropriate binder.Please note: All Required Evidence must be demonstrated to receive a “Fully met” rating on the indicator.B. Representative Examples are program elements or practices that support the indicator. Representative Examples arenot required to be documented or observed; however, the Representative Examples do demonstrate best practices underthe indicator in each program focus area. Programs should the appropriate box where there is evidence in theirprograms of fully met, partially met or not met.C. Program Examples allows the program/center to demonstrate other sources of quality evidence. Programs should recordany additional evidence that is specific to individual programs in this section.vCBCC/HS 2010
III. Rating ChartThe chart below depicts the three-item rating scale for each indicator. The program self-appraisal team will review theirprogram/center and measure its performance based on each individual Indicator within each Standard. Then the program willrate itself using the following ratings:” N” meaning “not met”, “P” meaning “partially met”, and “F” meaning “fully met”.NPFProgramValidatorRating each Indicators: N Not Met where there is insufficient, observable or documented evidence for the indicator. P Partially Met where there is some observable or documented evidence for the indicator. F Fully Met where there is significant observable or documented evidence of high quality.Any Indicator rated N (Not Met) or P (Partially Met), must be included on the Program Improvement Plan - located in theAppendix of the Guide to Self-Appraisal and Accreditation/Validation. After program improvements are made and reassessed,the ratings should be changed to reflect improvement. The program will add a check where improvement was made, thenindicate the date the program made the change next to the appropriate box.Judith P. Hoyer Early Care and EducationMSDE Standards for Implementing Quality Early Childhood Programs outlines a self-appraisal and accreditation/validation process. Nonpublic programs seek accreditation and public programs seek validation from MSDE. Programs receiving public funds under the Judith P.Hoyer Early Care and Education program are required to pursue accreditation or validation. Our goal in achieving high-quality programs ismanifested by consistent implementation of quality standards and best practices for Maryland’s early care and education professionals andprograms.viCBCC/HS 2010
I. PROGRAM ADMINISTRATIONMission Statement1.1The early childhood education program’s philosophy is consistent with early childhood practices that are age and developmentally appropriateand reflect the role of families. The written mission or philosophy statement for the early childhood program is used by the staff as thefoundation for planning, for staff development, and for implementation, evaluation, and continuous improvement of the program.INDICATORSBEST PRACTICES/RATIONALE1.1.1 PlanningThe early childhood educationprogram has a writtenphilosophy/mission statement,which reflects planned use ofeffective early childhood practices.The written philosophy/missionstatement is shared with staff andfamilies.The philosophy statement is an integral partof the early childhood education program’soverall mission. It refers to research andliterature-based practices in early childhoodeducation.*NAEYC 10.A.01; 10.B.07NECPA p. 33, 39Head Start 1304.21(a-c)1304.51(a)(1-2)*Developmentally Appropriate Practices inEarly Childhood Programs – RevisedEdition, NAEYCCBCC/HS 2010REQUIRED EVIDENCE Written mission or philosophy statementNof the early childhood program Documentation of dissemination to staffPFProgramand familiesPROGRAM EXAMPLESEager to Learn: Educating ourPreschoolers, National Research CouncilRATINGValidatorValidator CommentsPage 1
I. PROGRAM ADMINISTRATIONMission Statement1.1The early childhood education program’s philosophy is consistent with early childhood practices that are age and developmentally appropriateand reflect the role of families. The written mission/philosophy statement for the early childhood program is used by the staff as the foundationfor planning, for staff development, and for implementation, evaluation, and continuous improvement of the program.1.1.2INDICATORSBEST PRACTICES/RATIONALEStaff DevelopmentThe mission/policy statement reflectsprofessional development opportunities forstaff in early childhood educationprograms. Ongoing professionaldevelopment provides continuing educationand other opportunities for staff to keepabreast of the latest developments in thefield, including: new programs andpractices, routines, pending policy,legislation, or regulatory changes. Inaddition to staff training, volunteers andsubstitutes are adequately acquainted withthe program philosophy goals, emergencyhealth and safety procedures, child abuseand neglect reporting procedures, andexpectations for ethical conduct.** The National Staff Development Council,Standards for Staff Development.The early childhood educationprogram mission/philosophystatement describes an ongoingstaff development program toensure opportunities forprofessional growth anddevelopment.NAEYC 10.E.11-12NECPA p. 10-11, 50Head Start 1304.52(k)(1-3)CBCC/HS 2010REQUIRED EVIDENCERATING Written statements or plansregarding staff development Orientation Packet for staffNPFProgramValidatorValidator CommentsPROGRAM EXAMPLESPage 2
I. PROGRAM ADMINISTRATIONMission Statement1.1The early childhood education program’s philosophy is consistent with early childhood practices that are age and developmentally appropriateand reflect the role of families. The written mission/philosophy statement for the early childhood program is used by the staff as the foundationfor planning, for staff development, and for implementation, evaluation, and continuous improvement of the program.1.1.3INDICATORSBEST PRACTICES/RATIONALEImplementationThe philosophy reflects the principles ofdevelopmentally appropriate practices. Itstates explicitly the role of families in theearly education and learning of youngchildren, and reflects the multiple socialand cultural contexts of the community.*The learning environment andactivities are developmentallyappropriate for children andreflect the program’sphilosophy and goals.NAEYC 2.A.01; 3.B.01NECPA p. 33Head Start 1304.21(a-c)CBCC/HS 2010REQUIRED EVIDENCERATING Written mission or philosophy statementof the early childhood program Plan for involving parentsO Developmentally appropriate environmentand activitiesNPFProgramValidatorValidator Comments* NAEYC. Developmentally AppropriatePractices in Early Childhood Programs(1997)Eager to Learn: Educating ourPreschoolers, National Research Council(2001)Literacy Positions Statement, Learning toRead and Write: DevelopmentallyAppropriate Practices for Young Children,International Reading Association (IRA)and the National Association for theEducation of Young Children (NAEYC).PROGRAM EXAMPLESPage 3
I. PROGRAM ADMINISTRATIONMission Statement1.1The early childhood education program’s philosophy is consistent with early childhood practices that are age and developmentally appropriateand reflect the role of families. The written mission/philosophy statement for the early childhood program is used by the staff as the foundationfor planning, for staff development, and for implementation, evaluation, and continuous improvement of the program.1.1.4INDICATORSBEST PRACTICES/RATIONALEEvaluationThe guidelines, yearly plan, or handbookreflect methods of current and ongoingprogram evaluation, which include annualprogram evaluation, staff reviews, andplans for improvement.The guidelines, yearly plan, orhandbook includes theprogram’s annual evaluationand the process for ongoingprogram and staff reviews.NAEYC 4.A.02-03; 10.F.01-05NECPA p. 51Head Start 1304.51(i)CBCC/HS 2010The program’s effectiveness will beevaluated annually by administrators,families, staff, and other routinelyparticipating adults.Staff uses individual descriptions ofchildren’s development and learning,which are written and compiled, as a basisfor planning appropriate learning activities,and as a means of facilitating the optimaldevelopment of each child.REQUIRED EVIDENCERATING Written plan for evaluation Copies of completed evaluation toolsNPFProgramValidatorValidator CommentsREPRESENTATIVE EXAMPLES Evaluation timelineImprovement plansStaff guidelinesStaff reviewsPROGRAM EXAMPLESPage 4
I. PROGRAM ADMINISTRATIONProgram Personnel1.2The early childhood education program is collaboratively administered, supervised, and implemented by qualified personnel.1.2.1INDICATORSBEST PRACTICES/RATIONALEAdministrationThe director informs the staff aboutdevelopmentally appropriate programmingand practices.Upon hire and at least onceeach program year, thedirector or educationsupervisor provides anorientation session for staffabout the early childhoodprogram to ensure theimplementation of adevelopmentally appropriateprogram.Resource materials such as national andstate standards, guideline information,brochures for families, and staffdevelopment materials on developmentallyappropriate practices are available.REQUIRED EVIDENCE OCC Staff Orientation Form for eachstaff member (signed and dated) Staff meeting calendar and agendasNPProgramValidator CommentsREPRESENTATIVE EXAMPLES Minutes, agendas, calendars forconferences/meetings/trainingsCopies of resource materialsJob description and responsibilitiesPROGRAM EXAMPLESNAEYC 6.A.03NECPA p. 47Head Start 1304.51(d-f)CBCC/HS 2010FValidator Staff has a clear understanding of jobexpectations.RATINGPage 5
I. PROGRAM ADMINISTRATIONProgram Personnel1.2The early childhood education program is collaboratively administered, supervised, and implemented by qualified personnel.1.2.2INDICATORSBEST PRACTICES/RATIONALESupervisionThe supervisor or director promotes anopen system of staff communication whichsupports the ongoing exchange ofinformation among staff, focusing onspecific instructional or programmaticstrategies related to the quality of services,and representing the best interests ofchildren and families.The supervisor and/or directorprovide regular feedback tostaff about the developmentand implementation of adevelopmentally appropriateprogram.NAEYC 6.B.01NECPA p. 50Head Start 1304.51(b)(e-f)CBCC/HS 2010Effective formal and informalcommunication methods include: regularlyscheduled staff meetings used to facilitatestaff input and discussions concerning thequality of services to children and families,and opportunities to express concerns andprovide effective feedback related toprofessional development and growth.REQUIRED EVIDENCERATING Agendas for staff meetings,workshops, or seminars Copies of informal and formal staffobservationsNPFProgramValidatorValidator CommentsREPRESENTATIVE EXAMPLES List of available support and resourcepersonnel for staffPROGRAM EXAMPLESIn addition, these methods include peercoaching, mentoring for improvement,workshop seminars, action research, andteaching teams.Page 6
I. PROGRAM ADMINISTRATIONProgram Personnel1.2The early childhood education program is collaboratively administered, supervised, and implemented by qualified personnel.INDICATORS1.2.3Qualification(Birth to Five)Early childhood teacher(formerly senior staff),responsible for the care andeducation of a group of childrenfrom birth through age five, musthave at least an AA degree whichincludes, at a minimum, 15semester hours of approved coursework in early childhood education/child development or equivalentAND must hold a Maryland ChildCare Credential of level five orhigher.Preferably, lead staff hasbaccalaureate degrees in earlychildhood education/childdevelopment or a related fieldAND holds a Maryland Child CareCredential of level six.Aides working with teachers havea Maryland Child Care Credentialof level two or higher.BEST PRACTICES/RATIONALEStaff members who are appropriatelyeducated are better prepared to plan andimplement quality, developmentallyappropriate programs for young children.“What teachers know and do is the mostimportant influence on what studentslearn.” *REQUIRED EVIDENCERATING OCC Personnel Qualification Form Maryland Child Care CredentialREPRESENTATIVE EXAMPLES NPProgramTranscripts and teaching certificatesValidator*What Matters Most: Teaching forAmerica’s Future,(1996) NationalCommission on Teaching and America’sFuturePROGRAM EXAMPLESValidator CommentsNAEYC 6.A.05-06NECPA p. 7-10Head Start 1304.52(d)(1)1304.52(g)(3)CBCC/HS 2010FPage 7
I. PROGRAM ADMINISTRATIONProgram Personnel1.21.2.4The early childhood education program is collaboratively administered, supervised, and implemented by qualified personnel.INDICATORSBEST PRACTICES/RATIONALEProfessional SupportAdult restroom and lounge separate fromchildren’s activity area are available.The program provides support tostaff in order to meet theirpersonal and professional needs.Adequate individual storage area forpersonal belongings in the classroom, withsafety provisions if necessary, is provided.A conference or meeting area is designated.Staffing patterns are adequate to allow timefor staff members to meet their personalneeds and handle administrative andplanning tasks.REQUIRED EVIDENCERATING Staff schedules with breaks and planningNPProgramREPRESENTATIVE EXAMPLESo Lockers/cabinets to store personalbelongingso Staff restroomo Designated conference/meeting areaso and/or lounge/staff roomValidatorValidator CommentsPROGRAM EXAMPLESNAEYC 9.C.02; 10.E.07NECPA p. 35, 36, 50Head Start 1304.53 (a) (2)CBCC/HS 2010FtimesPage 8
I. PROGRAM ADMINISTRATIONProgram Continuity1.3The early childhood education program utilizes curricula and instructional strategies that ensure continuity of learning and development for allchildren.INDICATORS1.3.1CurriculaThe program has a writtencurriculum based on theknowledge of childdevelopment.NAEYC 2.A.02NECPA p. 33, 34Head Start 1304.21(a-c)1304.51(a)CBCC/HS 2010BEST PRACTICES/RATIONALEThe early childhood education program isbased on the developmental characteristicsand needs of young learners and helps themto reach their full potential.The program: Is aligned with state and nationalstandards that reflect appropriate earlychildhood education practices. Provides for the individual needs,interests, and learning styles of all younglearners based on observations andassessments. Facilitates communication among staff atthe time of children’s transition to thenext age group or program. Children who show developmental delaysreceive either special support or arereferred to Child Find, or the local Infantsand Toddlers program for developmentalevaluation and subsequent services.REQUIRED EVIDENCERATING Evidence of one of the following resourcesN P Fwhich aligns with MMSR Framework andStandards for Prekindergarten andProgramKindergarten and/or Healthy Beginnings:Supporting Development and Learning fromValidatorBirth through Three Years of Age. A comprehensive curricular resourceValidator Commentsrecommended by MSDE; or A curriculum developed by the localschool system (LSS); or An individually developed curricularresource developed by a program forwhich MSDE approval has been obtained* (See Appendix for Policiesdocument.)PROGRAM EXAMPLESPage 9
I. PROGRAM ADMINISTRATIONProgram Continuity1.31.3.2The early childhood education program utilizes curricula and instructional strategies that ensure continuity of learning and development for allchildren.INDICATORSBEST PRACTICES/RATIONALEAssessment andInstructional StrategiesThe program will enable children to fosterpositive identity, develop social skills, andproblem solve.The program providesdevelopmentally appropriateactivities and materials that areselected to emphasize active,hands-on learning.Activities will encourage critical thinking,reasoning, questioning andexperimentation. The activities willencompass all areas of development,including language and literacy, cognitive,physical (fine and gross motor), social andemotional, and creative.REQUIRED EVIDENCERATING Developmentally appropriate curriculumguides and/or unit plansO Developmentally appropriate materials,equipment, and activitiesNPProgramValidatorValidator CommentsPROGRAM EXAMPLESMaterials and equipment are appropriate tothe age group. The materials should alsoreflect the diversity and lives of thechildren and families served, as well as ofsociety in general.NAEYC 2.A.05-06; 4.A.01NECPA p. 33-35Head Start ii)CBCC/HS 2010FStaff regularly assesses activities andmaterials to ensure appropriateness andeffectiveness.Page 10
I. PROGRAM ADMINISTRATIONProgram Continuity1.3The early childhood education program utilizes curricula and instructional strategies that ensure continuity of learning and development for allchildren.INDICATORS1.3.3BEST PRACTICES/RATIONALETransition andContinuity ofServicesTo ensure the most appropriate placementfor a child, transition planning must beundertaken.Staff from the early childhoodeducation program developstransition plans for childrenmoving to a new group orprogram that communicatechildren’s individual strengthsand needs.Transition planning should address issuesfor all children (including children withspecial needs), such as: ways for the family to facilitate thechild’s health and learning needswritten or verbal communicationbetween the early childhood programand other groups or programs tocommunicate children’s strengths andneeds.preparing the child and family for thetransition.REQUIRED EVIDENCERATING Transition plans for class/program Written plans/activities with local schoolsystems to connect parents and children withLSS resourcesO Evidence that staff and families are engagedin practices to encourage children’s smoothtransitions between activities, classroomsand/or schoolsNPProgramValidatorValidator CommentsREPRESENTATIVE EXAMPLES Verbal, visual or auditory transition cuesPROGRAM EXAMPLESNAEYC 10.B.14NECPA p. 36Head Start 1304.41(c)CBCC/HS 2010FPage 11
I. PROGRAM ADMINISTRATIONProgram Accountability1.4The program uses the results of the ongoing evaluation of the early learning program in planning for overall program improvement.INDICATORS1.4.1ReportingThe results of the self-appraisaland/or program review are kept onsite and reported to the governingbody of the early childhoodprogram.BEST PRACTICES/RATIONALEAfter conducting a self-appraisal using theStandards for Implementing Quality EarlyChildhood Education Programsinstrument, the results and strategies forprogram improvement are shared withparents, staff, governing bodies, and othersas appropriate.REQUIRED EVIDENCERATING Minutes from staff, planning, and parentmeetings regarding program improvement Most recent inspection/monitoring report Master copy of the Self-Appraisal InstrumentNPFProgramValidatorValidator CommentsREPRESENTATIVE EXAMPLES Documentation that the Instrument forSelf-Appraisal and Validation and ProgramImprovement Plan(s) were communicated tothe governing bodyPROGRAM EXAMPLESNAEYC 10.F.02NECPA p. 33, 47Head Start 1304.51(i)(1)CBCC/HS 2010Page 12
I. PROGRAM ADMINISTRATIONProgram Accountability1.4The program uses the results of the ongoing evaluation of the early learning program in planning for overall program improvement.INDICATORS1.4.2Ongoing PlanningThe results of the program selfappraisal are used to plan forprogram improvement.BEST PRACTICES/RATIONALEThe program will use the results of theevaluation to develop a plan of programimprovement, which includes improvementstrategies, resources, persons responsible,and a timeline for implementation andcompletion.REQUIRED EVIDENCERATING Master copy of Self-Appraisal Instrument Program Improvement Plan(s)O Evidence of ongoing programimprovementsNPFProgramValidatorValidator CommentsREPRESENTATIVE EXAMPLES Updated written Program ImprovementPlansProgram Improvement Visit ChecklistPROGRAM EXAMPLESNAEYC 10.F.03NECPA p. 33, 47Head Start 1304.50(g)(1-2)1304.51(i)(2-3)CBCC/HS 2010Page 13
II. PROGRAM OPERATIONEnvironment (Birth—6 years)2.1A planned and well structured learning environment promotes active learning and full participation for each child.INDICATORS2.1.1(a) LearningEnvironment:IndoorThe learning environment meetsstandards for safety, toxicity,construction, and cleanliness. Theprogram must comply with theMaryland State Child CareLicensing Regulations, zoningrequirements, fire, health andsafety regulations.NAEYC 9.C.04-05; 9.D.01, 05-06, 09NECPA p. 19, 23, 41Head Start 1304.22(d-f)1304.53(a)(6-10)CBCC/HS 2010BEST PRACTICES/RATIONALEInstruction is located in clean, safe, andclutter free areas. Natural light andventilation are controlled.The environment is planned to avoid safetyproblems. Areas are free of lead-based paint.Poisonous or hazardous materials are storedin locked cabinets or out of the reach ofchildren. All electrical outlets are covered.Bathroom facilities are clean, well lit andventilated. Bathroom supplies (toilet paper,paper towels, soap) are easily accessible tochildren. Drinking water is accessible tochildren.The use of alcohol, tobacco, and illegal drugsis prohibited in all spaces and relatedprogram activities.*REQUIRED EVIDENCERATING Documentation of fire drillsSeptic inspection certificate, ifapplicableO CleanO Well lighted and ventilatedO Free of clutterO Appropriate storage of hazardousmaterialsO Covered electrical outletsO Free of tobacco, alcohol, and illegal drugsO Toilets, sinks, drinking water facilitiesaccessible, clean, in good repair, and wellsuppliedO Separate diapering area, if applicableO Food preparation area meets standardsNPFProgramValidatorValidator CommentsPROGRAM EXAMPLES*COMAR .55, .57, .59Early Childhood Environment Rating ScaleRevised (ECERS-R)Infants/Toddlers Environment Rating Scale(ITERS)Page 14
II. PROGRAM OPERATIONEnvironment (Birth—6 years)2.1A planned and well structured learning environment promotes active learning and full participation for each child.INDICATORS2.1.1(b) LearningEnvironment:OutdoorThe learning environment meetsstandards for safety, toxicity,construction, and cleanliness. Theprogram must comply with theMaryland State Child CareLicensing Regulations, zoningrequirements, fire, health andsafety regulations.NAEYC 9.B.01,06NECPA p. 19, 23, 41Head Start 1304.53(a)(1-5)(9)1304.53(a)(10)(viii)(x)BEST PRACTICES/RATIONALEOutside play areas are free of sharp ordangerous objects, trash, animals andpoisonous plants, garden sprays, alcohol,tobacco, illegal drugs, and other hazards.The area should be well drained andaccessible by safe walkways or paths. Ifplay area is near a road or unsafe area, afence provides security.Equipment is appropriate for the ages andabilities of the children and is wellmaintained. There is enough portable andstationary equipment so that children haveaccess without long waits. Equipmentstimulates a variety of skills (balancing,climbing, ball play, steering, pedaling, etc.)on different levels (tricycles with andwithout pedals, different size balls, rampand ladder access to climbing structures).Adaptations are made or special equipmentis provided for children with disabilities.Outdoor space has a variety of surfacespermitting different types of play and someprotection from the elements. Portableequipment is stored in locked facility.*REQUIRED EVIDENCEOOOOOCleanWell drainedFree of clutterAppropriate storage of outside equipmentAppropriate and well maintained playgroundequipmentO Appropriate surfacesO Shaded/covered areaRATINGNPProgramValidatorValidator CommentsPROGRAM EXAMPLES*COMAR .40, .50, .51ECERS-RITERSCBCC/HS 2010Page 15F
II. PROGRAM OPERATIONEnvironment (Birth—6 years)2.1A planned and well structured learning environment promotes active learning and full participation for each child.INDICATORS2.1.2Furniture and EquipmentFurniture and equipment meetstandards for safety, size,durability, toxicity, construction,and cleanliness.BEST PRACTICES/RATIONALEFurnishings and materials follow the mostrecent safety standards (available throughorganizations such as the Consumer ProductSafety Commission). Furniture in theclassroom is sturdy, in good repair,appropriate in size, and addresses the routinecare, play and learning needs of the children.Furniture is arranged for convenient use.Furnishings, such as open shelves for safematerials and sturdy storage containers,encourage appropriate independence. Cozyand soft areas (e.g., rug, bean bag chair) areavailable. Adaptive furniture permits theinclusion of children with special needs.NAEYC 9.A.01, 03, 10; 5.C.01NECPA p. 24-25, 27, 32, 36, 41Head Start iv)(xvi)REQUIRED EVIDENCEO Free of paint chips and splintersO Surfaces cleaned regularly with locallyapproved, nontoxic, soap/solutionO Durable and designed to supportchildren’s needsO Appropriate height and sizeO Developmentally appropriate soft areasprovidedO Technological equipment is safelyplaced and accessible to childrenRATINGNPProgramValidatorValidator CommentsPROGRAM EXAMPLESTechnological equipment appropriate to thedevelopment of children is placed so that itcan be safely accessed.Toilets and sinks are easily accessible tochildren.Any flammable or potentially dangerousmaterials and medications are accessibleonly to authorized personnel andinaccessible to children.**ECERS-RITERSCBCC/HS 2010FPage 16
II. PROGRAM OPERATIONEnvironment (Birth—6 years)2.1A planned and well structured learning e
of the early childhood education program's overall mission. It refers to research and literature-based practices in early childhood education.* Eager to Learn: Educating our Preschoolers, National Research Council *Developmentally Appropriate Practices in Early Childhood Programs - Revised Edition, NAEYC Written mission or philosophy statement
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A. MD Standards for Implementing Quality Early Childhood Education Programs Achieving first-rate programs is manifested by consistent implementation of quality standards and best practices for Maryland's Early Care and Education professionals and programs. The Maryland Standards for Implementing Quality Early Childhood Programs were developed to
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