QR3 Environment Requirements

Quality Rating 3: Environment

Requirements

Let’s look at the requirements for Developmentally Appropriate Learning and Practice: Environment: DAP 1.3.

Review the requirements for your program type.

Some terms may be unfamiliar to you. Select the hyperlinks for more information.

Child Care Center

DAP 1.3: Environment

Children are provided with opportunities to interact with their peers in a developmentally appropriate environment welcoming of children of all abilities that offers a balance of child-initiated and teacher-directed activities reflecting the interests of the children, their primary language and cultural background.

Documentation to submit: Philosophy Statement and Daily Schedule

Family Child Care

DAP 1.3: Environment

Children are provided with opportunities to interact with their peers in a developmentally appropriate environment welcoming of children of all abilities that offers a balance of child-initiated and teacher-directed activities reflecting the interests of the children, their primary language and cultural background.

Documentation to submit: Philosophy Statement and Daily Schedule

School-Age Only

DAP 1.3: Environment

Children are provided with opportunities to interact with their peers in a developmentally appropriate environment welcoming of children of all abilities that offers a balance of child-initiated and teacher-directed activities reflecting the interests of the children, their primary language and cultural background.

Documentation to submit: Philosophy Statement and Daily Schedule

Key Terms

Developmentally appropriate environment:

A place that is carefully planned to meet the needs of the children who use the space. A developmentally appropriate environment takes into account the children’s developmental levels, ages, interests, cultures, skills, and abilities.

Welcoming of children of all abilities:

High-quality programs open their doors to each and every child, including children with special health care needs or disabilities.

Child-initiated and teacher-directed activities:

Child-initiated activities allow children to select and explore a variety of activities provided by adults; teacher-directed activities are led by adults most often to teach new skills or introduce new experiences.

Reflecting the interests of the children, their primary language and cultural background:

Stating the importance of children’s interests, primary language, and cultural background in a philosophy statement communicates respect for and a belief in the importance of diversity in your program.