Earning Naeyc AccreditationEssay Preview: Earning Naeyc AccreditationReport this essayEarning NAEYC AccreditationLisa AnctilECE 497 Child Development Capstone CourseInstructor: Susan HoaglandAshford UniversityMay 14, 2012AbstractFor the purpose of this paper, I will call my childcare program Play and Learn. The philosophy of Play and Learn is to provide countless opportunities for children to learn and develop individually in a developmentally, age-appropriate, and hands-on learning environment. Children are encouraged to explore their environment, and learn through experiences of play. Teachers follow theorists Lev Vygotskys lead linking learning and development together through his theory Zone of Proximal Development. Teachers feed off from a childs current interest and knowledge, than engage in their play to encourage steps of further growth and development (Charlesworth, 2011).
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Playing on the Board for the first time
In a family-based preschool, children work well socially, are comfortable with other adults, enjoy the comforts of home, eat safe, play by the rules (Lancaster, 2003; Soderbergh, 2000). Play, however, requires attention, learning, and connection that may or may not be fostered into kindergarten. Learning requires a well-organized role—a family is made up of all of the activities needed to be good parents (Fletcher, 1997: 12). Play also requires attention and the ability to cope with the stress of a parent’s work or school. This is a critical need that children may be raised with and, along with other factors, may face in their careers in many school settings (Gurman, 2010b).
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Play is also a time of constant development that can occur in two important ways. It can be the result of a developmental shift in the child’s social environment. Play can be an early source of early enrichment after a difficult or stressful transition to adulthood (Soderbergh, 2000; Cramer, 2001; Caster, 2003; Vygotskys, 2004). Parents, and the environment they foster through play, make play an opportunity for children to learn to manage their interactions with their peers, peers, communities, and parents (Caster, 2003: 15–17). Play has also been a vital part of adolescence, as children who play become immersed in social and cultural interactions with adults (Soderbergh, 2000). To explore the development and impact of Play on children, I will discuss a number of studies that will help me understand how Play influences children’s development and their relationships to adults. I will then discuss examples of Play and learn about play programs in New York City and the Westchester County School System.\<\/p>
One of the many questions that interests me most about the role Play plays in children is how it differs from traditional preschools. For years our children have received many different approaches to learning and development, including play with a group of peers, play with adults and with other small group of adults throughout the year. Each of these can be used by different types of preschool setting. There is also ample evidence that play can be a significant source of additional social, learning, and developmental learning as children learn about other children and adults and can be a learning opportunity (Caster, 2003: 16), and often contributes to social and psychological well being (Cramer, 2001: 18). However, it is important to acknowledge that the role play in children’s preschool development might be different. The primary research into Play, to my mind, is still underway in studies conducted in the United States and North America. Such studies, however, may be small due to the considerable work that is required to evaluate the role Play plays in children’s preschool development. If played to other levels of development to provide an adequate context for the developmental needs of children, Play’s role in preschool development will be different than that of many preschool schools and programs, with the typical outcomes: fewer children learning to sit or lie by themselves or to play with others while participating in other tasks and tasks, fewer children playing with peers, and less children learning to read and write (Gurman, 2010b). However, the role Play plays in preschool development is not the only part of preschool that is likely to influence children’s development or development
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Playing on the Board for the first time
In a family-based preschool, children work well socially, are comfortable with other adults, enjoy the comforts of home, eat safe, play by the rules (Lancaster, 2003; Soderbergh, 2000). Play, however, requires attention, learning, and connection that may or may not be fostered into kindergarten. Learning requires a well-organized role—a family is made up of all of the activities needed to be good parents (Fletcher, 1997: 12). Play also requires attention and the ability to cope with the stress of a parent’s work or school. This is a critical need that children may be raised with and, along with other factors, may face in their careers in many school settings (Gurman, 2010b).
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Play is also a time of constant development that can occur in two important ways. It can be the result of a developmental shift in the child’s social environment. Play can be an early source of early enrichment after a difficult or stressful transition to adulthood (Soderbergh, 2000; Cramer, 2001; Caster, 2003; Vygotskys, 2004). Parents, and the environment they foster through play, make play an opportunity for children to learn to manage their interactions with their peers, peers, communities, and parents (Caster, 2003: 15–17). Play has also been a vital part of adolescence, as children who play become immersed in social and cultural interactions with adults (Soderbergh, 2000). To explore the development and impact of Play on children, I will discuss a number of studies that will help me understand how Play influences children’s development and their relationships to adults. I will then discuss examples of Play and learn about play programs in New York City and the Westchester County School System.\<\/p>
One of the many questions that interests me most about the role Play plays in children is how it differs from traditional preschools. For years our children have received many different approaches to learning and development, including play with a group of peers, play with adults and with other small group of adults throughout the year. Each of these can be used by different types of preschool setting. There is also ample evidence that play can be a significant source of additional social, learning, and developmental learning as children learn about other children and adults and can be a learning opportunity (Caster, 2003: 16), and often contributes to social and psychological well being (Cramer, 2001: 18). However, it is important to acknowledge that the role play in children’s preschool development might be different. The primary research into Play, to my mind, is still underway in studies conducted in the United States and North America. Such studies, however, may be small due to the considerable work that is required to evaluate the role Play plays in children’s preschool development. If played to other levels of development to provide an adequate context for the developmental needs of children, Play’s role in preschool development will be different than that of many preschool schools and programs, with the typical outcomes: fewer children learning to sit or lie by themselves or to play with others while participating in other tasks and tasks, fewer children playing with peers, and less children learning to read and write (Gurman, 2010b). However, the role Play plays in preschool development is not the only part of preschool that is likely to influence children’s development or development
As a center seeking national accreditation, Play and Learn is putting a lot of focus on incorporating the ten Early Childhood Program Standards developed by the National Association of the Education of Young Children (NAEYC). These standards are: relationships, curriculum, teaching, assessment of child progress, health, teachers, families, community relationships, physical environment, and leadership and management. This report will share five of the standards, and examples of activities or scenarios Play and Learn incorporates into our program to meet the specific standards.
RelationshipAt Play and Learn relationships with children and families take top priority. One criteria under relationship states that “teaching staff evaluate and change their responses based on individual needs. Teaching staff vary their interactions to be sensitive and responsive to differing abilities, temperaments, activity levels, cognitive and social development (naeyc, 2012).” At Play and Learn teachers are sensitive to the childrens individual needs. They take the time to get to know children on an individual basis, learning their likes and dislikes, as well as any special circumstances the child may have to better meet their needs. Through this teachers learn how each child learns best, how to best approach them, and ways to help the child to have a successful experience in our center. To help meet this criteria teachers also assure that their weekly curriculum is meeting the varying needs of the children in the classroom. Learning styles, differing abilities, activity levels, temperament cognitive and social development is all taken into consideration as plans for each week are made.
While Play and Learn teachers treat all children fairly, they also take time to use different approaches based on what works best for individual children. Teachers begin by reaching out to families to meet the NAEYC criteria, “Teachers communicate with families on an on-going basis (NAEYC, 2012).” The teachers at Play and Learn begin this process by meeting with families prior to the childs first day of attendance. The purpose of this meeting is to get to know the child and family a little before they start. At this time we ask for parents to share routines and schedules their child is used to, likes and dislikes, any special requests we might be able to meet, fears, special people in the childs life, family traditions and hopes and dreams of their childs experience at Play and Learn. This helps pave the path for the teacher family relationship. Once the child is a participant at Play and Learn teachers continue this relationship through daily face to face communication about their childs day, weekly newsletters about the happening in the classroom, and the use of parent boards. Teachers are also available through e-mail as well for a means of communication.
CurriculumAnother standard we take seriously at Play and Learn is Curriculum. One criteria states, “The curriculum guides the development of daily schedule that is predictable yet flexible and responsive to individual needs of the children (NAEYC, 2012).” Each classroom at Play and Learn has a daily schedule posted at the childrens level, as well as an adult friendly one up higher. The adult friendly schedule shows time frames of each activity period although in fine print states that schedules can change without notice to better meet the needs of the children. Children play a role in the child friendly schedule. Many teachers have a helper each day that helps move the arrow to show what activity time the classroom is at. Time is also taken to discuss what will happen next. Children quickly become familiar with the schedule, and can determine their day by it. A child who might be missing a parent, can look at the schedule, and see that he will have circle time, eat lunch, rest time, go out to play then his Mom or Dad will be there to pick him up. This often helps an emotional child see a light at the end of the tunnel.
Play and Learn teachers also assure the classroom schedules have a balance of structured and unstructured time to allow children to explore their environment, make choices, and practice the skills they are learning. Being a full day program Play and Learn also incorporates outdoor time twice daily.
Play and Learn teachers use their curriculum to help children develop in all areas. This meets NAEYC criteria, “the curriculum guides teachers to incorporate content, concepts, and activities that foster all areas of development (naeyc, 2012).” Large motor activities that get children moving are part of the daily curriculum. Movement games and songs that teach children their body parts, how to follow directions, and how to have self control are all part of a young childs physical development. Through stories read a word wall area is available in our Preschool classrooms. Words are attached to pictures, and paper and writing supplies are available to encourage children to write letters from the words, and draw. This helps advance a childs language skills, and broadens their vocabulary. Puzzles, counting blocks, matching games, manipulatives and a discovery area is available and changed to meet the differing needs of the children to help advance cognitive development.
TeachingTeaching staff at Play and Learn put the safety of children at the utmost importance. Supervision of children is one of the best way