Programs create playful indoor and outdoor learning environments that are healthy, safe, and child-centered.
Entry
DELACARE Regulations for Early Care and Education and School- Age Centers:
39. Enrollment
42. Documenting Children’s Progress
78. Interactions with Infants
79. Interactions with Toddlers
80. Interactions with Preschool and School-Age Children
74. Lesson Plans
75. Activity Area
76. Activity Schedule
57. Equipment
Emerging
- Program leaders are knowledgeable about the importance of room arrangement and materials in the classroom.
- Program leaders support educators to ensure that classrooms have some child- centered interest/learning areas.
- Program leaders support educators to develop and implement systems to include a variety of materials in the classroom.
- Program leaders support educators to put systems in place, based on children’s needs, to encourage children’s independent access and use of materials.
Developing
- Educators provide all children with opportunities to engage in a variety of interest areas, including dramatic play, reading, blocks, math manipulatives, music, science and sensory.
- Program leaders and educators use family and child data to identify and update materials and room arrangements to support children’s interest, development, and learning needs.
- Educators monitor how children use materials and equipment and help children use materials when they have difficulty.
Advanced
- Program leaders support all educators to incorporate materials to extend play themes in a purposeful way.
- Educators design the environment based on children’s interests and to accommodate individual children’s needs.
- Educators select materials to support children’s targeted learning goals and use those materials to facilitate experiences with children.
- Educators consistently support each child who has difficulty using materials/equipment purposefully while at the same time encouraging child independence.
Entry
DELACARE Regulations for Early Care and Education and School- Age Centers:
53. Outdoor Area
55. Riding Toys
57. Equipment
76. Activity Schedule
78. Interactions with Infants
79. Interactions with Toddlers
80. Interactions with Preschool and School-Age Children
Emerging
- Program leaders are knowledgeable about the importance of outdoor experiences and provide guidance to educators.
- Program leaders ensure that large motor materials meet the needs of all children served and are accessible daily for all children to explore, create and have free movement opportunities.
- Program has large motor play spaces that provide natural and season-dependent materials to offer opportunities to explore nature.
Developing
- Program leaders and educators use information from families, classroom observations, and children’s assessments to identify and update materials for the outdoor environment that support children’s interest, development, and learning needs.
- Educators engage with the children during their large motor play experiences.
- Program has a variety of unique materials or loose parts to encourage imagination and provide experience with natural and novel materials.
Advanced
- Program leaders support educators to incorporate active play materials to extend play themes in a purposeful way.
- Educators connect and extend indoor learning experiences to the outdoor environment.
- Program has outdoor environment that meets the needs of all children enrolled.
- Program provides opportunities for interesting and unique outdoor experiences (e.g., a garden, a stage, an obstacle course).
Entry
DELACARE Regulations for Early Care and Education and School- Age Centers:
20. Positive Behavior Management
28. General Qualifications
39. Enrollment
42. Documenting Children’s Progress
49. Indoor Space
57. Equipment
73.Program Goals and Planning
74. Lesson Plans
75. Activity Areas
76. Activity Schedule
78. Interactions with Infants
79. Interactions with Toddlers
80. Interactions with Preschool and School-Age Children
Emerging
- Program leaders are knowledgeable about the importance of diversity and inclusion as part of a quality experience for children and provide guidance to educators.
- Program has a written policy that is shared with families on the why and how diversity and inclusion are to be integrated as part of everyday experiences for children.
- Program collects information about the uniqueness of children, families, and the community.
- Program leaders and educators collaboratively develop and monitor a plan to implement an environment that is purposeful to diversity and inclusion.
Developing
- Program has a variety of multicultural, DLL, and inclusive materials available that are reflective of the children and community and promote appreciation for diversity and inclusion.
- Program and classrooms are welcoming and accessible, providing accommodations to allow all children the same experiences in the physical environment.
- Program leaders support educators in using resources from early childhood specialists (e.g., ECMH, OT, PT) to incorporate individualized learning experiences for children.
Advanced
- Educators celebrate and support children in celebrating their differences.
- Program leaders provide the necessary time, space, resources, support, and facilitation for educators and all staff to be part of the process of change.
Entry
DELACARE Regulations for Early Care and Education and School- Age Centers:
14. Notification to OCCL
15. Governing Body
32. Orientation
45. Hazardous Materials
46. Air Quality and Windows
47. Smoking and Vaping
48. Heating and Cooling
49. Indoor Space
50. Kitchen and Food Preparation
51. Toilet Facilities
52. Area for Children Who Become Ill
53. Outdoor Area
54. Pools and Swimming
55. Riding Toys
56. Sleeping Accommodations and Safe Sleep Environments
57. Equipment
58. Sanitation
60. Standard Precautions
61. Diapering and Soiled Clothing
63. Administration of Medication
66. Emergency Planning
69. Pets
71. Meals and Snacks
77. Infant and Toddler Care
Emerging
- Program has policies and procedures that create hazard- free spaces to keep all environments safe and secure.
- Program leaders establish and train educators on a system of health & safety practices that ensure children are kept safe at all times.
- Program leaders develop and implement systems to monitor and maintain all safety policies and procedures.
Developing
- Program leaders collect data on the effectiveness and efficiency of health & safety procedures and use to inform policies.
- Educators are knowledgeable about each child’s individual needs to adapt spaces to ensure a safe environment for all children.
Advanced
- Program leaders and educators engage families about safety issues and partner with them on how to reduce risks that occur in the home environment.
- Program leaders communicate with educators to create lesson plans around health and safety.
