DAP 2: Implementation and Planning

Overview

High-quality early education programs identify each individual child’s needs, interests, and abilities to create learning experiences to support each child’s growth and development. High-quality programs work with families to serve every child, including children with disabilities and children with special health care needs.

Take a moment to reflect on your lesson planning process. You know the children in your program very well. How do you use that knowledge in planning activities? How do you make sure that each child’s individual needs are met? How do you translate your curriculum into daily lessons and activities? This subcategory provides the opportunity to think about and explain the process for planning activities and learning experiences for children.

Requirement

Level 4:

Lesson plans include developmentally appropriate content-area-based activities reflective of children’s interests and skills, address the developmental needs of each and every child, are informed by observations, are informed by information gained from families about their children and include information from an Individualized Family Service Plan (IFSP) or an Individualized Education Program (IEP).

Documentation to upload:

  • Statement describing the methodology for planning learning activities
  • Lesson plan for one Pre-K classroom

The next level only has a few additional requirements.
Take a look at Level 5 – you may be closer than you think! 

Build a Statement

Develop a Statement that describes your program’s methodology for planning the learning environment. The Reflection Questions below will help you capture what is done in the program. Upon reflection, you are ready to build your statement.

Reflection Questions

  1. What is the program’s process for developing lesson plans?
  2. How does the program determine which content areas are included in lesson plans?
  3. How does the program ensure that the lesson plans reflect the children’s interests? How does the program ensure that the lesson plans reflect the children’s skills?
  4. How does the program ensure that lesson plans address the developmental needs of each child?
  5. How are observations used to plan lessons?
  6. How is information obtained from families used to plan lessons?
  7. If an IFSP or IEP is provided, how is that information incorporated into lesson plans?

After reflecting, you have the option to download and save the Methodology for Planning Statement template to create your statement.

If you need more time to develop your Methodology Statement, use these Writers Tips and Prompts to find examples and get more guidance.

Next Steps

  • Review your Methodology Statement and Lesson Plan for one Pre-K classroom to confirm that you have met all the requirements.
  • Log into the Maryland EXCELS System to upload your program’s Methodology Statement and a lesson plan for a Pre-K classroom.
  • Submit for review.

Additional Resources

  • Your Daily Schedule or Lesson Plan: Opportunities to Learn, Observe, and Individualize This chart provides a sampling of daily routines and activities in child care settings. Each routine and activity presents multiple opportunities for every child to participate, develop, and learn new skills throughout the day.
  • Maryland Early Learning StandardsThe Maryland State Department of Education Division of Early Childhood Education publishes a set of resources on early learning standards that guide planning and delivering domain-based activities. You may also find the Maryland State Department of Education School Readiness Report interesting as you seek to support children’s preparedness for entering school.
  • What is the Difference Between an IFSP and an IEP? The major difference between an IFSP and an IEP is that an IFSP focuses on the child and family and the services that a family needs to help them enhance their child’s development. The IEP focuses on the educational needs of the child.