QR5 Planning Requirements

Quality Rating 5: Planning

Requirements

Let’s look at the requirements for Developmentally Appropriate Learning and Practice: DAP 5.5 (DAP 4.5 – School-Age Only).

Review the requirements for your program type.

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

Child Care Center

DAP 5.5: Planning

Lessons plans include culturally competent age-appropriate, domain-based activities reflective of children’s interests and skills; address the developmental needs of each and every child; are informed by ongoing assessment, observation and information from families about their children; and include information from an IFSP/IEP, if provided.

Documentation to submit: Lesson Planning Process Statement

Family Child Care

DAP 5.5: Planning

Lesson plans include culturally competent age-appropriate, domain-based activities reflective of children’s interests and skills; address the developmental needs of each and every child; are informed by ongoing assessment, observation and information from families about their children; and include information from an IFSP/IEP, if provided.

Documentation to submit: Lesson Planning Process Statement

School-Age Only

DAP 4.5: Planning

Lesson plans include age-appropriate activities reflective of children’s interests and skills and include: multiple literacy, language, science, art, health, and wellness, physical fitness, and numeracy, anti-bias and culturally competent activities on a daily basis; address the developmental needs of each and every child; and include information from an IEP, if provided.

Documentation to submit: Lesson Planning Process Statement

Key Terms

Culturally competent:

Your lesson plans show awareness and careful consideration of the culture, languages, values, ages, interests, and skills of children across multiple domains (social foundations, language and literacy, mathematics, science, social studies, physical well-being and motor development and fine arts). Planned activities demonstrate your respect and deep understanding of the children enrolled in your program and activities that promote learning across multiple areas or domains. If your program’s enrollment is not comprised of children of various ethnicities or those that may speak a language other than English, consider ways in which your program can implement lessons to encourage the children’s understanding of people of different cultures and ethnic backgrounds.

Age-appropriate, domain-based activities reflective of children’s interests and skills:

Activities that demonstrate your knowledge, respect and deep understanding of the children enrolled in your program and learning across multiple areas or domains. These activities are clearly connected to the cultures, languages, values, ages, interests, and developmental skills of children in your program.

Developmental Domains

  • Birth – Age 3: Personal and Social Development; Language Development; Cognitive Development; Physical Development
  • Age 3 – 5: Social Foundations, Language and Literacy, Mathematics, Science, Social Studies, Physical Well-being and Motor Development and Fine Arts
  • School-Age: Literacy, Language, Science, Art, Health and Wellness, Physical Fitness, and Numeracy
Developmental needs:

Young children develop at different rates and meet developmental milestones at different times. While a program may serve children of the same age, individual children within the program will differ in their pattern of development, strengths, and needs.

Observation and information from families:

Observation is a way to gain information about children that can be used to build relationships, plan meaningful activities, and monitor their progress. Families provide equally valuable information about a child’s development, background, cultures, and patterns seen at home. All this information helps programs plan meaningful learning experiences for each and every child.

IFSP:

A written plan developed by a team that describes the unique strengths and needs of an infant or toddler (birth to age 2) with developmental delays. The plan outlines specific supports the child and family need to be successful in natural environments (home, community, child care settings).

The team includes: parents, care providers, educators, service coordinators, and other professionals (early intervention specialists, therapists).

IEP:

A written plan developed by a team that describes the unique strengths and needs of a child with disabilities (ages 3 – 21). The plan outlines specific supports the child needs to achieve specific goals.

The team includes: parents, care providers, educators, service coordinators, and other professionals (special educators, school district representatives, therapists).