UDAP LATEST VERSION WITH VERIFIED SOLUTIONS

UDAP LATEST VERSION WITH VERIFIED SOLUTIONS Age appropriateness Means considering what is typical for a child within a given age group Key point Knowing the typical behaviors and growth patterns for a certain age group is necessary to plan the most appropriate environment and activities to optimize the learning experience for children in your care Individual appropriateness Means considering the needs of each child as a unique individual KeyPoint A child's age, temperament, personality, and family's history are all factors that affect his or her development Social/cultural appropriateness Means considering the social and cultural context in which children grow and live KeyPoint Children's learning experiences are enhanced when caregivers are aware of and support the social and cultural contexts in which they live The role of teacher intentionality Fundamental to developmentally appropriate practice is the understanding that all teachers me important decisions every day -Varying they're teaching strategies to be more appropriate for their group and individual children -Pre-planning and organizing the environment with learning goals and objectives and nine -Meeting children when they are and helping them reach challenging and achievable goals KeyPoint Developmentally appropriate programs have clearly defined learning goals and outcomes for each child -Effective teaching strategies for extending the learning experience may include: conversations, using questioning techniques and large blocks of time to practice newly acquired skills KeyPoint Caregiver should be intentional about planning learning experiences that are purposeful, challenging, and achievable Three critical challenges -Addressing differences in school success and achievement -Integrating in the lining preschool and elementary school programming -Improving teacher preparation, professional development and on-going support keyPoint Indicators of quality include both structural and process measures. Quality childcare programs consistently maintain licensing standards and demonstrate responsive caregiving practices Structural indicators Are things that are "regular" meaning they can be monitored and are important for providing consistent care Process indicators Are what programs "do" to help promote development through specific activities and intentional practices. Process indicators are observable indicators Examples of structural indicators -Licensure -lower ratios -Smaller group size -Caregiver qualifications -Professional development for staff -Health and safety regulations -Inclusive environment Examples of process indicators -Curriculum and established routines -Language and reasoning activities -Sensitive, responsive interactions -Collaboration and provisions for parents and families -Parent, teacher, and child interactions -Child sized furnishings -Well-defined adequate space that meets the needs of all children KeyPoint There is mounting evidence