Online Companion: A Guidance Approach for the Encouraging Classroom, 4eAdditional ResourcesText Appendices
NAEYC Developmentally Appropriate Practice in Early Childhood Programs, revised edition Expanding from the core ideas of the influential 1987 edition, this volume spells out more fully the principles underlying developmentally appropriate practice and guidelines for classroom decision making. The revised edition is explicit about the importance of the social and cultural context in considering appropriateness of practices. For all engaged in the care and education of infants and toddlers, 3- through 5-year-olds, or primary-grade children, this book offers an overview of each period of development and extensive examples of practices appropriate and inappropriate with children in that age group. http://sales.naeyc.org/ The National Association for the Education of Young Children Code of Ethical Conduct This Code of Ethical Conduct and Statement of Commitment was prepared under the auspices of the Ethics Commission of the National Association for the Education of Young Children. The Commission members were Stephanie Feeney (Chairperson), Bettye Caldwell, Sally Cartwright, Carrie Cheek, Josué Cruz, Jr., Anne G. Dorsey, Dorothy M. Hill, Lilian G. Katz, Pamm Mattick, Shirley A. Norris, and Sue Spayth Riley. Preamble NAEYC recognizes that many daily decisions required of those who work with young children are of a moral and ethical nature. The NAEYC Code of Ethical Conduct offers guidelines for responsible behavior and sets forth a common basis for resolving the principal ethical dilemmas encountered in early childhood care and education. The primary focus is on daily practice with children and their families in programs for children from birth to 8 years of age: such as infant/toddler programs, preschools, child care centers, family day care homes, kindergartens, and primary classrooms. Many of the provisions also apply to specialists who do not work directly with children, including program administrators, parent educators, college professors, and child care licensing specialists. Core Values Standards of ethical behavior in early childhood care and education are based on commitment to core values that are deeply rooted in the history of our field. We have committed ourselves to:
Conceptual Framework The Code sets forth a conception of our professional responsibilities in four sections, each addressing an arena of professional relationships: 1) children, 2) families, 3) colleagues, and 4) community and society. Each section includes an introduction to the primary responsibilities of the early childhood practitioner in that arena, a set of ideals pointing in the direction of exemplary professional practice, and a set of principles defining practices that are required, prohibited, and permitted. The ideals reflect the aspirations of practitioners. The principles are intended to guide conduct and assist practitioners in resolving ethical dilemmas encountered in the field. There is not necessarily a corresponding principle for each ideal. Both ideals and principles are intended to direct practitioners to those questions which, when responsibly answered, will provide the basis for conscientious decision making. While the Code provides specific direction for addressing some ethical dilemmas, many others will require the practitioner to combine the guidance of the Code with sound professional judgment. The ideals and principles in this Code present a shared conception of professional responsibility that affirms our commitment to the core values of our field. The Code publicly acknowledges the responsibilities that we in the field have assumed and in so doing supports ethical behavior in our work. Practitioners who face ethical dilemmas are urged to seek guidance in the applicable parts of this Code and in the spirit that informs the whole. SECTION I: ETHICAL RESPONSIBILITIES TO CHILDREN Childhood is a unique and valuable stage in the life cycle. Our paramount responsibility is to provide safe, healthy, nurturing, and responsive settings for children. We are committed to supporting children's development, respecting individual differences, helping children learn to live and work cooperatively, and promoting health, self-awareness, competence, self-worth and resiliency. Ideals: I-1.1 To be familiar with the knowledge base of early childhood care and education and to keep current through continuing education and in-service training. I-1.2 To base program practices upon current knowledge in the field of child development and related disciplines and upon particular knowledge of each child. I-1.3 To recognize and respect the uniqueness and the potential of each child. I-1.4 To appreciate the special vulnerability of children. I-1.5 To create and maintain safe and healthy settings that foster children's social, emotional, intellectual, and physical development and that respect their dignity and their contributions. I-1.6 To support the right of each child to play and learn in inclusive early childhood programs to the fullest extent consistent with the best interests of all involved. As with adults who are disabled in the larger community, children with disabilities are ideally served in the same settings in which they would participate if they did not have a disability. I-1.7 To ensure that children with disabilities have access to appropriate and convenient support services and to advocate for the resources necessary to provide the most appropriate settings for all children. Principles: P-1.1 Above all, we shall not harm children. We shall not participate in practices that are disrespectful, degrading, dangerous, exploitative, intimidating, psychologically damaging, or physically harmful to children. This principle has precedence over all others in this Code. P-1.2 We shall not participate in practices that discriminate against children by denying benefits, giving special advantages, or excluding them from programs or activities on the basis of their race, religion, sex, national origin, or the status, behavior, or beliefs of their parents. (This principle does not apply to programs that have a lawful mandate to provide services to a particular population of children.) P-1.3 We shall involve all of those with relevant knowledge (including staff and parents) in decisions concerning a child. P-1.4 For every child we shall implement adapations in teaching strategies, learning environment, and curricula, consult with the family, and seek recommendations from appropriate specialists to maximize the potential of the child to benefit from the program. If, after these efforts have been made to work with a child and family, the child does not appear to be benefiting from the program, or the child is seriously jeopardizing the ability of other children to benefit from the program, we shall communicate with the family and appropriate specialists to determine the child's current needs, identify the setting and services most suited to meeting these needs, and assist the family in placing the child in an appropriate setting. P-1.5 We shall be familiar with the symptoms of child abuse, including physical, sexual, verbal, and emotional abuse, and neglect. We shall know and follow state laws and community procedures that protect children against abuse and neglect. P-1.6 When we have reasonable cause to suspect child abuse or neglect, we shall report it to the appropriate community agency and follow up to ensure that appropriate action has been taken. When appropriate, parents or guardians will be informed that the referral has been made. P-1.7 When another person tells us of their suspicion that a child is being abused or neglected but we lack evidence, we shall assist that person in taking appropriate action to protect the child. P-1.8 When a child protective agency fails to provide adequate protection for abused or neglected children, we acknowledge a collective ethical responsibility to work toward improvement of these services. P-1.9 When we become aware of a practice or situation that endangers the health or safety of children, but has not been previously known to do so, we have an ethical responsibility to inform those who can remedy the situation and who can protect children from similar danger. SECTION II: ETHICAL RESPONSIBILITIES TO FAMILIES Families are of primary importance in children's development. (The term family may include others, besides parents, who are responsibly involved with the child.) Because the family and the early childhood practioner have a common interest in the child's welfare, we acknowledge a primary responsibility to bring about collaboration between the home and school in ways that enhance the child's development. Ideals: I-2.1 To develop relationships of mutual trust with the families we serve. I-2.2 To acknowledge and build upon strengths and competencies as we support families in their task of nurturing children. I-2.3 To respect the dignity of each family and its culture, customs, and beliefs. I-2.4 To respect families' childrearing values and their right to make decisions for their children. I-2.5 To interpret each child's progress to parents within the framework of a developmental perspective and to help families understand and appreciate the value of developmentally appropriate early childhood practices. I-2.6 To help family members improve their understanding of their children and to enhance their skills as parents. I-2.7 To participate in building support networks for families by providing them with opportunities to interact with program staff and families, community resources and professional services. Principles: P-2.1 We shall not deny family members access to their child's classroom or program setting. P-2.2 We shall inform families of program philosophy, policies, and personnel qualifications, and explain why we teach as we do. P-2.3 We shall inform families of and, when appropriate, involve them in policy decisions. P-2.4 We shall inform families of and, when appropriate, involve them in significant decisions affecting their child. P-2.5 We shall inform the family of accidents involving their child, of risks such as exposures to contagious disease that may result in infection, and of occurrences that might result in emotional stress. P-2.6 To improve the quality of early childhood care and education, we shall cooperate with qualified child development researchers. Families shall be fully informed of any proposed research projects involving their children and shall have the opportunity to give or withhold consent without penalty. We shall not permit or participate in research that could in any way hinder the education, development, or well-being of children. P-2.7 We shall not engage in or support exploitation of families. We shall not use our relationship with a family for private advantage or personal gain, or enter into relationships with family members that might impair our effectiveness in working with children. P-2.8 We shall develop written policies for the protection of confidentiality and the disclosure of children's records. The policy documents shall be made available to all program personnel and families. Disclosure of children's records beyond family members, program personnel, and consultants having an obligation of confidentiality shall require familial consent (except in cases of abuse or neglect). P-2.9 We shall maintain confidentiality and shall respect the family's right to privacy, refraining from disclosure of confidential information and intrusion into family life. However, when we have reason to believe a child's welfare is at risk, it is permissible to share confidential information to agencies and individuals who may be able to act in the child's interest. P-2.10 In cases where family members are in conflict we shall work openly, sharing our observations of the child, to help all parties involved make informed decisions. We shall refrain from becoming an advocate for one party. P-2.11 We shall be familiar with and appropriately use community resources and professional services that support families. After a referral has been made, we shall follow up to ensure that services have been adequately provided. SECTION III: ETHICAL RESPONSIBILITIES TO COLLEAGUES In a caring, cooperative work place human dignity is respected, professional satisfaction is promoted, and positive relationships are modeled. Our primary responsibility in this arena is to establish and maintain settings and relationships that support productive work and meet professional needs. The same ideals that apply to children are inherent in our responsibilities to adults. A-Responsibilities to Co-workers Ideals: I-3 A.1 To establish and maintain relationships of trust and cooperation with co-workers. I-3 A.2 To share resources and information with co-workers. I-3 A.3 To support co-workers in meeting their professional needs and in their professional development. I-3 A.4 To accord co-workers due recognition of professional achievement. Principles: P-3 A.1 When we have a concern about the professional behavior of a co-worker, we shall first let that person know of our concern, in a way that shows respect for personal dignity and for the diversity to be found among staff members, and then attempt to resolve the matter collegially. P-3 A.2 We shall exercise care in expressing views regarding the personal attributes or professional conduct of co-workers. Statements should be based on firsthand knowledge and relevant to the interests of children and programs. B-Responsibilities to Employers Ideals: I-3 B.1 To assist the program in providing the highest quality of service. I-3 B.2 To maintain loyalty to the program and uphold its reputation unless it is violating laws and regulations designed to protect children and the provisions of this Code. Principles: P-3 B.1 When we do not agree with program policies, we shall first attempt to effect change through constructive action within the organization. P-3 B.2 We shall speak or act on behalf of an organization only when authorized. We shall take care to acknowledge when we are speaking for the organization and when we are expressing a personal judgment. P-3 B.3 We shall not violate laws or regulations designed to protect children and shall take appropriate action consistent with this Code when aware of such violations. C-Responsibilities to Employees Ideals: I-3 C.1 To promote policies and working conditions that foster mutual respect competence, well-being, and self-esteem in staff members. I-3 C.2 To create a climate of trust and candor that will enable staff to speak and act in the best interests of children, families, and the field of early childhood care and education. I-3 C.3 To strive to secure an equitable compensation for those who work with or on behalf of young children. Principles: P-3 C.1 In decisions concerning children and programs, we shall appropriately utilize the training, experience, and expertise of staff members. P-3 C.2 We shall provide staff members with safe and supportive working conditions that permit them to carry out their responsibilities, timely and nonthreatening evaluation procedures, written grievance procedures, constructive feedback, and opportunities for continuing professional development and advancement. P-3 C.3 We shall develop and maintain comprehensive written personnel policies that define program standards and, when applicable, that specify the extent to which employees are accountable for their conduct outside the work place. These policies shall be given to new staff members and shall be available for review by all staff members. P-3 C.4 Employees who do not meet program standards shall be informed of areas of concern and, when possible, assisted in improving their performance. P-3 C.5 Employees who are dismissed shall be informed of the reasons for their termination. When a dismissal is for cause, justification must be based on evidence of inadequate or inappropriate behavior that is accurately documented, current, and available for the employee to review. P-3 C.6 In making evaluations and recommendations, judgments shall be based on fact and relevant to the interests of children and programs. P-3 C.7 Hiring and promotion shall be based solely on a person's record of accomplishment and ability to carry out the responsibilities of the position. P-3 C.8 In hiring, promotion, and provision of training, we shall not participate in any form of discrimination based on race, religion, sex, national origin, handicap, age, or sexual preference. We shall be familiar with and observe laws and regulations that pertain to employment discrimination. SECTION IV: ETHICAL RESPONSIBILITIES TO COMMUNITY AND SOCIETY Early childhood programs operate within a context of an immediate community made up of families and other institutions concerned with children's welfare. Our responsibilities to the community are to provide programs that meet its needs and to cooperate with agencies and professions that share responsibility for children. Because the larger society has a measure of responsibility for the welfare and protection of children, and because of our specialized expertise in child development, we acknowledge an obligation to serve as a voice for children everywhere. Ideals: I-4.1 To provide the community with high-quality, age and individually appropriate, and culturally and socially sensitive education/care programs and services. I-4.2 To promote cooperation among agencies and professions concerned with the welfare of young children, their families, and their teachers. I-4.3 To work, through education, research, and advocacy, toward an environmentally safe world in which all children receive adequate health care, food, shelter are nurtured and live free from violence. I-4.4 To work, through education, research, and advocacy, toward a society in which all young children have access to quality education/care programs. I-4.5 To promote knowledge and understanding of young children and their needs. To work toward greater social acknowledgment of children's rights and greater social acceptance of responsibility for their well-being. I-4.6 To support policies and laws that promote the well-being of children and families. To oppose those that impair their well-being. To participate in developing policies and laws that are needed and cooperate with other individuals and groups in these efforts. I-4.7 To further the professional development of the field of early childhood education and to strengthen its commitment to realizing its core values as reflected in this Code. Principles: P-4.1 We shall communicate openly and truthfully about the nature and extent of services that we provide. P-4.2 We shall not accept or continue to work in positions for which we are personally unsuited or professionally unqualified. We shall not offer services that we do not have the competence, qualifications, or resources to provide. P-4.3 We shall be objective and accurate in reporting the knowledge upon which we base our program practices. P-4.4 We shall cooperate with other professionals who work with children and their families. P-4.5 We shall not hire or recommend for employment any person competence, qualifications, or character makes him or her unsuited for the position. P-4.6 We shall report the unethical or incompetent behavior of a colleague to a supervisor when informal resolution is not effective. P-4.7 We shall be familiar with laws and regulations that serve to protect the children in our programs. P-4.8 We shall not participate in practices which are in violation of laws and regulations that protect the children in our programs. P-4.9 When we have evidence that an early childhood program is violating laws or regulations protecting children, we shall report it to persons responsible for the program. If compliance is not accomplished within a reasonable time, we will report the violation to appropriate authorities who can be expected to remedy the situation. P-4.10 When we have evidence that an agency or a professional charged with providing services to children, families, or teachers is failing to meet its obligations, we acknowledge a collective ethical responsibility to report the problem to appropriate authorities or to the public. P-4.11 When a program violates or requires its employees to violate this Code, it is permissible, after fair assessment of the evidence, to disclose the identity of that program. The National Association for the Education of Young Children Statement of Commitment* As an individual who works with young children, I commit myself to furthering the values of early childhood education as they are reflected in the NAEYC Code of Ethical Conduct. To the best of my ability I will:
*The Statement of Commitment expresses those basic personal commitments that individuals must make in order to align themselves with the profession's responsibilities as set forth in the NAEYC Code of Ethical Conduct. Sample Greeting Letters and Surveys to Children and Their Families SAMPLE INTRODUCTORY LETTERS TO CHILDREN AND THEIR FAMILIES The following letters were composed by small groups of students in early childhood education classes at Bemidji State University. Many of the groups included experienced teachers. In a few cases the author combined wording from more than one letter. Readers may prefer some letters over others; the samples are intended to provide "starter ideas" for preparing introductory correspondence with families. Some letters were keyed into computers and included computer drawings, such as animals, to give them a friendly appearance. Stickers could also be used for this purpose. To personalize the letters, the name "Shawn" is used for the child. The name given to the teacher is "Ann Gilbert." The university students recommend that the teacher locate and use the actual name of the parent or caregiver, rather than generic terms like, "Dear Parent(s)," or "To the Parent(s) of_____." In the samples the name of a single parent, "Ms. Reno," appears. The school name, "Central," is used, though the program might be a prekindergarten center as well. The sample letters are in four types:
1. Greeting Letters to Children These letters are sent together with letters to parents. Usually the correspondence would be mailed a week or two before the start of the program year. A day care program may modify the greeting to send as soon as a child begins attending. Dear Shawn, Welcome to our kindergarten class. I am excited about this year and have a lot of fun learning activities planned. I look forward to having you in our classroom and am sure we will have a successful year together. Your teacher, Ann Gilbert (Froggy computer drawing) Dear Shawn, Hello, my name is Ann Gilbert. I will be your teacher this fall. I am very pleased to have you in our classroom. We will be doing many fun things this year. On the first day of school we are going to start talking about elephants. When you come to school the first day, I will have a picture of an elephant on my door so you know where to go. Be sure to let your family know they can visit our classroom anytime. See you soon! Your teacher and friend, Ann Gilbert (Elephant computer drawing with the words, "See you at School"!) Dear Shawn, I was very happy to hear that you will be coming to my class this year. I know starting school can be a little scary, but you will be meeting new friends and doing many fun things. Your mother told me she would like to come to our class with you. That is just great. If you like, you are also welcome to bring your favorite toy to play with during play time. I am really looking forward to seeing you and your mother next week. This year is going to be great fun. I hope you are as excited to come to school as I am. A big welcome, Shawn. Your teacher, Ann Gilbert 2. Greeting Letters to Families Greeting letters to families accompany the letters to children. They should let parents know they are welcome participants in their child's education. Often, the letters invite parents to "greeting meetings," "open house" class days, or introductory conferences-at home or school. Not all parents have an easy time with reading, and teachers need to be alert to this possibility. A transition meeting that includes last year's and this year's teachers or caregivers can often provide helpful information about the child and family. [Note: In some situations, teachers may not feel comfortable giving out home telephone numbers. Some classrooms have answering machines always open to parents, the teachers then return calls.] Dear Ms. Reno, Welcome to the world of Central School! I am looking forward to having your child in our classroom this year. I am also very happy to welcome you into our classroom. Room visits will be all of next week, and I would like to invite you to join us and learn about our "developmentally appropriate" classroom. Parents are always welcome in my class, and if next week is inconvenient, or there is anything you would like to talk with me about, my number at school is _____. At home, you can call me anytime before ten at _____. Again, I am looking forward to working with you and your child throughout the school year. Sincerely, Ann Gilbert Dear Ms. Reno, Hi, I will be Shawn's teacher this year. I am pleased that Shawn is going to be in my class. I would like to set up a time when we could meet sometime soon. Whatever time is available for you, I'll be happy to set up a meeting. I could come to your home if that would be convenient. I would like to get to know the families before the school year starts. I will be getting in touch with you in the next few days to set up a meeting. I look forward to getting acquainted with both you and Shawn. Sincerely, Ann Gilbert Dear Ms. Reno, Hello! It is the start of a new year and I'm excited about having Shawn in our classroom. This fall I have many activities planned, and I would like to invite you to come in and join us. Next week I am going to have two "greeting meetings" for parents to learn about our program. They will be in our classroom on Wednesday and Thursday evenings at 7PM and won't go over an hour. Feel free to attend either evening. At the meetings, we will discuss the activities and projects your child will be doing and also talk about things that you can do to help at home and perhaps at school. I believe that parents are very important in children's education and want parents to feel welcome in our class. If you cannot make it to either meeting or if there is anything else you would like to talk about, my number at school is _____. At home, you can call me anytime before ten at _____. Feel free to stop by whenever you have time to visit the classroom. Thanks, Ann Gilbert 3. Survey Letters to Help the Teacher Learn about the Child and Family Survey letters of this type help the teacher to better understand and work with the child and the family. Teachers who use surveys need to be careful not to give the impression of "prying." Instead, they need to convey that the information requested is optional and will help the teacher get acquainted with the child. [Teachers might wait until after they have met families before asking parents to complete surveys.] Some teachers prefer not to mail these surveys out at all, but have them completed at orientation meetings or use them to structure the initial parent-teacher conference. A request for health information is included in some of the letters. This information usually is collected more officially by the school, or program, but sometimes immediate information about health situations can be important. Dear Shawn and Family, My name is Ann Gilbert. I am looking forward to this year and what it will bring. I would like to tell you a little about myself. I graduated from Bemidji State University with an Elementary and Early Childhood degree. I have a family of my own, and I am looking forward to sharing things about them with you. In order for me to get to know you better, will you and someone in your family complete this "open letter"? It will be used to say "hello" to me and your classmates. If there is anything else you or your family would like to tell me, please feel free to write on the back. You can return it in the addressed envelope. Your teacher, Ann Gilbert Dear Teachers and Friends, The long official name I was given when I was born is __________________. But my favorite name I like to be called is __________________. I am __________________ years old. My birthday is __________________. When I grow up I want to be ________________________________________. My favorite TV show, video, or book is ________________________________. Some things I like to do are __________________________________. My favorite food is ________. Something that makes me happy is _______________. Something that makes me sad is ______________________________________. I am excited to see you on the first day of school. Your Friend, ______________________________ (Please invite child to write name. Any way s/he wants to is fine.) (COMPUTER PICTURE LOGO) School to Home Family News Issue Number One, September, 20__/20__ To the family of _______________________ This first issue of our class newsletter is a survey to help me get to know your child and the rest of your family better. It would be helpful if you fill out the information below and bring it to our first conference (already scheduled on __________________). The survey is optional, but it will help me to work with your child and also with a lesson we will be doing on "Ourselves and Our Families." We will be talking about the survey at our conference. The name your child would like to be called at school _________________________________________________________________________ Your child's age _____ Your child's birthdate ___________________________________ The people in your family are: Name __________________ Relation to child ___________________________________ Name __________________ Relation to child ___________________________________ Name __________________ Relation to child ___________________________________ Name __________________ Relation to child ___________________________________ (If others, write on back.) Home phone __________________ Emergency phone ___________________________ Name and phone of emergency contact person __________________________________ ________________________________________________________________________ Any allergies or health concerns you want me to know about ______________________ ________________________________________________________________________ ________________________________________________________________________ Your child's: Favorite toy ______________________________________________________________ Favorite TV show, Video or Book ____________________________________________ Special Pet(s) ____________________________________________________________ Favorite story ____________________________________________________________ Favorite things to do/play ___________________________________________________ Names and ages of special friends ____________________________________________ _________________________________________________________________________ Holidays your family does/does not celebrate __________________________________ _________________________________________________________________________ _________________________________________________________________________ Please share any cultural or religious traditions that are important to your family _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Please feel free to share anything else about your family that will help me to work with your child _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 4. Surveys about Family Involvement Surveys about parent involvement should also be done after the teacher has met the parent. Two ways to distribute the surveys are either at, or by mail after, the greeting meeting. One of the following flyers "Suggestions for Parent Involvement" might be sent with this survey. Dear Ms. Reno, Family involvement is a special part of our program. Here is a menu of ways that parents can be involved, and they are all important. I invite you to participate in as many ways as you can. I would be willing to: Read a story to a small group _____ or the class _____ Make materials at home _____ Save materials at home _____ Share about my career with the class _____ Help with special occasions, parties, field trips _____ Share a talent or hobby _____ Share something of our family's cultural background _____ Help with small groups in centers/stations _____ Please comment on the choices you selected _____________________________________ _________________________________________________________________________ _________________________________________________________________________ _____ Right now, I can only help at home _____ I can volunteer in the classroom. The time(s) best for me are _____ Please feel free to visit the class any time you can. You do not need to sign up in advance. I will help you find activities that you are comfortable with. My telephone number at school is ______________. Thank you, Ann Gilbert Dear Ms. Reno, I enjoyed meeting you and Shawn at the Open House last Tuesday. I am happy to have Shawn in my class and am looking forward to an exciting year for all of us. Children and parents alike really seem to benefit from working together in their children's education. There are many ways that parents and caregivers can be involved, and they are all important. I invite you to participate in any way you can. Here are a few things that parents have done in the past. Please check any ways in which you would like to help: _____ Share or read a story _____ Help with small-group activities _____ Help with special events (field trips, etc.) _____ Donate materials, such as buttons or milk cartons _____ Talk about my job _____ Bring snacks _____ Other, I can help by ___________________________________________________ I can: _____ come in on a regular basis. _____ come in once in a while. _____ not come in due to my schedule, but can help in other ways. _____ not sure at this time. Parents are always welcome to come into the classroom to visit or help out. Two great times to come in would be at either 10AM or 2PM when we have learning centers. Please call me if you have any questions. My school telephone number is _______________________________ . Just return this letter in the enclosed envelope. I am looking forward to a fulfilling school year for all of us. Sincerely, Ann Gilbert Sample Guidebook: The Education Program in Our Class The following brochure was developed with input from undergraduate and graduate students in early childhood education at Bemidji State University. (The brochure needs to be condensed and simplified in order to be used effectively with many parents.) The students and I invite you to modify the brochure, such as, by simplifying it, to make it work for you. Hi Marie's Family, I am very happy that Marie will be in our class this year! You are the most important teacher in your child's life, and I am hoping that we can be true partners in your child's education. This guidebook tells you some important things about our program. It also gives you some ideas for activities you can do at home, ways you can help with your child's education. I hope you will find this information interesting and helpful. You can reach me by phone at school at _____________. Better times to call are _____________. You can also call the following number, _____________, to receive a recorded message of our "class doings," updated regularly. You can reach me by phone at home most nights between 7:30 and 9:30, at _____________.* My email address is_____________.* The classroom answering machine is always "on" for you at _____________. I always try to reply to emails and phone messages ASAP. YOUR TEACHER, CHRIS DORPHENHEIMER This GUIDEBOOK is for you, the families of our students this year. It has eight parts. Each section tells you about an important part of the program in our classroom. Each part ends with fun activities that you can do with your child at home. *(Many opportunities for teacher-family communication are important, but teachers need to decide their own comfort levels with providing home phone numbers and email addresses.) A. READING AND WRITING Learning to read and write are "hot topics" these days. It is important to remember that "regular" reading and writing take time to learn. My job is to make reading and writing intriguing. This way the children will find the beginning skills they are learning fun and will want to keep learning these skills. Daily, the children will do "early" writing so they see themselves as beginning writers. They will have a variety of experiences with books and the sounds and shapes of letters and words. Daily practice along with time is what our class provides, a whole year of time! Your child will be learning about reading and writing in these ways:
Activities You Can Do at Home
B. HAND'S-ON MATH SKILLS Do you remember doing lots of worksheets in school? Did you like it, or were you bored? We now know that young children need to handle and sort real objects in order for their young brains to learn about numbers. In our class we use a hands-on approach. They will learn to count, but so much more! My job is to ask questions and guide your child's thinking so they will learn actual math skills, and actually enjoy doing it. Your child will learn math skills in these ways:
Activities You Can Do at Home
C. OUR SCIENCE PROGRAM In our classroom, we encourage children to explore and make discoveries about the world around them. Science for young children cannot be taught without touching, tasting, smelling, listening, and observing. Your child will be learning these science skills in our classroom:
Activities You Can Do at Home
D. SOCIAL STUDIES: LEARNING TO GET ALONG Because children have a natural interest in people and the world, social studies is important. We will use what we teach and how we teach to reinforce social skills that they will use throughout their lives-how to get along in groups and to be an individual in a democracy. Your child will be learning these social studies ideas and skills:
Activities You Can Do at Home
E. CREATIVE ARTS ACTIVITIES Your child expresses what they are learning through the creative arts. We provide many different ways that your child can express their developing thoughts and feelings: visual arts using markers, paints, crayons, scissors and glue, and sculpture; music and dancing using voices, instruments, and different ways to move to music; dramatic play with make-believe figures and materials and other children; creative drama with puppets, other children, and the teacher. Because our children are young, we help them feel comfortable expressing themselves rather than evaluate their products and performances. Our hope is that children enjoy expressing themselves through the arts and appreciate others' expressions. Your child will learn the following through the creative arts:
Activities You Can Do at Home
F. PLAY, AN IMPORTANT PART OF OUR PROGRAM Without the opportunity for physical activity, the education program quickly becomes stressful for most children. When they play, your child is practicing language, social abilities, thinking, large muscle and small muscle skills, in rich and varied ways. Studies show that children who play well in the early years, learn better as they get older. Through play children learn about life and themselves in ways that cannot be taught. This is what your child will learn through play:
Activities You Can Do at Home
G. HEALTH EDUCATION We teach physical health by following daily hygiene practices, providing happy nutrition experiences, learning about personal safety, having an active classroom. If young children learn positive health practices now, they will be better able to make smart decisions about their bodies, their safety, and their overall health as they get older. Your child will learn about personal health by doing these activities:
Activities You Can Do at Home
PARTING WISH It used to be people thought that parents did their job and teachers did their job, and "never the twain should meet." We now know that children learn best when teachers and parents work together. My goal is to be a partner as we work together to help your child have a great learning year. Please feel free to talk with me in person-or by phone, note, or email-about your child whenever you have a concern or question. Remember, you are always welcome to visit or volunteer in our class. We can always use you to read to children, talk with them while they do activities, and help give them "quality time," so important for enriching their young lives. With Best Wishes for Our Year Together, Chris Dorphenheimer Developmentally Appropriate Guidance of Young Children (Fourth Edition) A Position Statement of the Minnesota Association for the Education of Young Children This position statement of the Minnesota Association for the Education of Young Children is the fourth edition of a document first published in 1989. Its intent remains the same: to give direction to the use of developmentally appropriate guidance with young children aged birth to eight. The importance of guidance techniques that are based on sound child development principles has been well established, made even more so by events of violence in our schools and society since the initial edition. Now in the 21st Century, our ability to guide children's development in ways that result in what Piaget called "autonomy" (the ability to make decisions intelligently and ethically) has become a paramount education priority. By responding to classroom conflicts in ways that teach rather than punish and include all in the group, rather than exclude some from the group, teachers of young children are contributing to a more peaceful world. This document is intended for use by administrators, teachers, and all other caregivers of young children. The term "teacher" is used in a general sense to refer to all adults who care for young children. Guidance is defined as an approach to children's development in which conflicts are viewed as teaching and learning opportunities; the adult helps children learn from their mistakes, rather than punishing them for the mistakes they make, assist children to learn to solve their problems, rather than punishing them for having problems they cannot solve. Teachers who use guidance are sometimes firm but always friendly, protecting self-concept and respecting feelings so that children do not come to label themselves as behavioral failures. MnAEYC holds that teachers of young children should use guidance that is educational in tone and responsive to the child's level of development rather than using punitive discipline. SUMMARY OF PRINCIPLES FOR DEVELOPMENTALLY APPROPRIATE GUIDANCE Principle One The teacher uses guidance in order to teach children democratic life skills. Principle Two The teacher regards classroom conflicts as mistaken behavior and uses conflicts as teaching opportunities. Principle Three The teacher builds and maintains an encouraging classroom in which all children feel welcome as fully participating members. Principle Four The teacher implements developmentally appropriate practice to prevent institution-caused mistaken behavior. Principle Five The teacher seeks to understand the reason for children's behavior. Principle Six The teacher relies on comprehensive guidance when children show serious mistaken behavior. Principle Seven The teacher functions as a professional rather than a technician and learns even while s/he teaches. PRINCIPLE ONE The teacher uses guidance in order to teach children democratic life skills. A typical purpose of traditional classroom discipline has been to keep children "in line." When teachers make this purpose a priority, they tend to use discipline techniques that rely on "blame and shame" and slide into punishment. Embarrassment-based discipline-singling children out, scolding, using time-out causes children to feel unwelcome in the group and unworthy. Children may begin to fall into a self-fulfilling prophecy and have more, not fewer, problems in the classroom. The purpose of guidance is to teach children the democratic life skills they need to be healthy individuals and productive citizens. Democratic life skills include the ability to:
Democratic life skills are the outcomes of guidance. The attainment of democratic life skills, more than scores on standardized tests and other measures of academic achievement, will keep our society strong, just, and free. Example Two children first argued then hit and kicked each other over sharing new miniature family figures. The teacher did not take the figures away from the children and give them a time out for fighting. The teacher did separate the children to cool them down and bring them together to resolve the conflict. After discussing the conflict, the children (with the teacher's help) decided that one child would have his two adult figures run "the store." The other child would bring in his rather large family and but "lots of food and stuff." (This was not the solution the adult anticipated, but the children were satisfied so the adult went with it.) The children agreed that next time it would be better to use their words or get the teacher to help rather than fight. This outcome did not leave the children with negative feelings about failing to solve their problems and being embarrassed by a teacher for their failure. Instead, it taught the children that they can figure out how to solve their problems and the adult is there to help. The adult is teaching, and the children are learning, democratic life skills. PRINCIPLE TWO The teacher regards classroom conflicts as mistaken behavior and uses conflicts as teaching opportunities. Democratic life skills are a life-long endeavor. Some adults never learn them and most of us have to work hard to use them consistently. Children, with only months of life experience and brain development (a five-year-old is only sixty months), are just beginning to learn these complex skills. In the process of learning, they make mistakes. For this reason, a teacher who uses guidance views the conflicts that children have not as misbehavior, but as mistaken behavior. This shift enables the adult to think about what s/he can teach children as a result of the conflict, not what s/he has to do to the children for having it. The shift in attitude empowers the adult to be a mediator and teacher rather than rule "enforcer." Example Damon didn't make it back from the playground in time and wet his pants. Charissa saw this and with Delray began calling Damon "piss pants Damon." While the class was coming in and finding things to work on, the teacher got Damon dry clothes. She then had a guidance talk with Charissa and Delray. She told them that she once wet her pants at school and asked them if they had ever had an accident and wet their pants. Charissa said she did once. Delray said he didn't but his little brother did. The teacher got the children to say how Damon probably felt and then asked them to think of some ways they could help Damon feel better. Later in the day, the teacher smiled when she saw Charissa talking with Damon. She smiled again when she saw Damon and Delay playing together. PRINCIPLE THREE The teacher builds and maintains an encouraging classroom in which all children feel welcome as fully participating members. Informally defined, an encouraging classroom is a place where children want to be when they are sick as opposed to not wanting to be there when they are well. Trust and acceptance are the foundation of the relationship an adult and a child. In the encouraging classroom, the teacher is able to build this foundation with every child, even those children who experience frequent conflicts. Except in rare circumstances, which always involve the family and often involve other professionals, the child's status as a member of an encouraging classroom is not up for debate. In the encouraging classroom, the teacher does not need to love each child-teachers are human and not angelic-but as a professional, the teacher does need to build with each a working environment of trust and acceptance. The reason is that children who gain the understanding that they are valued and belong tend to develop positive self-concepts and have less need to act out against the world. With all children in the encouraging classroom, the teacher's goal is the same, to assist in making progress toward democratic life skills. All of the children are special, just because they are in the class. Some children just need more time and extra help to learn the skills, because life has given them a longer road to go. Three practices mark the encouraging classroom: First, the teacher creates a climate in which every child feels they are a welcome member of the group and positive group spirit abounds. In this effort, the teacher does not single out children for either praise or criticism. S/he acknowledges individuals privately; then they know the encouragement given is really meant for them. S/he addresses public acknowledgement to the group as a whole. In both cases, the teacher understands that acknowledgement is often more needed by learners as encouragement during the learning process than as praise given after the task is completed. Example The children in my class were making story pictures of thanks to send to the rescue workers in New York after the World Trade Center tragedy. I was really impressed with their efforts and said, "I like how you are all working so hard on your story pictures. Your work shows such thought about all the rescuers did." After I made this comment, I noticed several children smiling as they worked. Some even complimented their neighbors' pictures. One child had made a very detailed picture and was printing "Thk u fr hlg." She said, "But I don't think they could read it." I knelt down and put my arm around her shoulder. I told her I could read it, and did. She said "Yeah, maybe they could" and put more words on her picture that I also read back to her. A second practice of the encouraging classroom is that teachers do not use traditional discipline techniques such as time-outs, names on the board, or color cards. Instead, teachers rely on the non-punitive guidance interventions of class meetings, conflict management, guidance talks, and comprehensive guidance. [A brief discussion of class meetings follows. We will see an example of conflict management under Principle Three; an example of guidance talk under Principle Four; and an example of comprehensive guidance under Principle Five]. Teachers hold class meetings, even with prekindergarten children, when conflicts in the class become public and affect many members. Instead of traditional punishment of the whole group, the teacher meets with the class to try to resolve the problem together. Guidelines for class meetings typically are that anyone can speak; we need to listen carefully to each other; we tell the truth; we appreciate and respect each other. Example An early childhood class had to walk down the hall of a school to reach the gymnasium. A few teachers complained to the principal that the children were being too loud as they walked down the hall. The teacher held a class meeting to solve the problem. After the children discussed the problem, the teacher asked if anyone had ideas about how they could remember to walk down the hall quietly. One child said, "I know, we can be mommy and daddy elephants who have to tiptoe so we don't wake the babies." To the teacher's amazement, the other children liked the idea. As they walked down the hall the next day, the principal loudly complimented the class. "Ssh," said one of the children, "You'll wake the babies"! Third, the teacher works with other adults, both teaching team members and parents, to form partnerships that anchor the encouraging classroom. To children, anyone bigger than they are is a teacher. "Official" teachers in encouraging classrooms work hard right from the beginning of the year to build partnerships with other adults. With parents, the teacher might send notes home, make phone calls, do home visits, set up E-mail systems (with some), and generally take the lead to let parents know their involvement and input in the conduct of the class is important. Orienting all staff (and regular volunteers) to guidance ideas through meetings, workshops, and booklets (like this one) is important. Staff together might make a handout of their own guidance ideas and use this as a basis of discussion with parents. Children who see significant adults in their lives modeling democratic life skills with each other will understand more fully that these skills are important to learn. Example A teaching team consisting of lead teacher, assistant teacher, teacher aide, foster grandparent, and special education teacher met to discuss upcoming parent conferences, to go on this year during the school day. The teacher asked for ideas about how this could happen. The staff agreed on a plan that had these parts: The already established parent corner in the classroom was, with the addition of more comfortable chairs, where the conferences would happen. Each conference would include the lead teacher and one other adult who knew the child well. The other adults would implement a theme planned for the week, which included several independent center activities. The teaching team met with the children to explain what would be happening and that whatever adult was with them was to be their teacher. The children took an active interest in seeing that the plan worked, and the staff felt like a true team, as the conferences were held relatively hitch free. PRINCIPLE FOUR The teacher uses developmentally appropriate practice to prevent institution-caused mistaken behavior. Much mistaken behavior children do not cause as much as fall into. Institution-caused mistaken behavior is often the result of pressures teachers feel to "get children ready for the next level." While we all have a right to expect educational accountability-that children learn productively given their age, development, and experience-as professionals we need to work to reduce the effects of political accountability-the ill informed views of some politicians and administrators that children perform at token high profile levels come whatever. As a veteran kindergarten teacher once said, "My job is not to prepare children for first grade. It is to give them the best possible kindergarten experience they can have." Many preschool teachers feel similarly. In the interest of genuine educational accountability-and sometimes to curb the undue influence of political accountability-teachers monitor and change practices in their classrooms that unintentionally invite mistaken behavior:
Young children "are wired" for hands-on, active, personally relevant learning experiences that fully engage their minds and their bodies. Because of slower development and their genetic make-up, many young boys in particular need physically active classrooms, with a minimum of traditional seatwork. When teachers recognize that children will be more able to perform the tasks of traditional classrooms when they are older-and won't necessarily benefit from "rehearsal"-they understand the true connection of developmentally appropriate practice and guidance in the encouraging classroom. Example In a kindergarten class of 24 children the teacher had centers set up around the edges of the classroom for reading, "house" and blocks and trucks. Mr. Gonzales felt pressured to have both a math focus and reading focus right away in the morning "while the children were fresh," and just let the children who were finished use the centers before recess. Gradually, he noted frustration among many children, especially some boys, with this arrangement. The slower workers were not getting time with the centers, some children were rushing their work to have center time, and the children in the centers had to quit soon after they started. Moreover, he noted that the centers seemed too crowded, and some boys used the large open centers area of the room as a raceway for the trucks. In fact, a couple of the boys referred to this area as "the track." After attending a workshop on active learning, the teacher added a writing center, art center, music centers, science center, and technology center. He spaced the centers around the room to eliminate runaways, and clustered them by estimated activity levels. He scheduled an open center time between the academic focus times and asked the children to plan the centers they intended to use and record in journals (with early writing and art) when they did. His morning children became more productive, and he began to weave center use into his "focus" times and his periodic themes. Mr. Gonzales realized what many experienced teachers also do: that developmentally appropriate programming includes boys too. In making his classroom a more active learning environment, these kindergarten girls as well as boys became happier learners. PRINCIPLE FIVE Adults seek to understand the reasons for children's behavior. There are always reason for children's behavior. Working to understand these reasons can assist the adult in helping the child. Although we can never know another person fully, we can increase our understanding and that effort in itself can lead to better relations and progress in learning democratic life skills. Children do things to see what will happen. Children learn from such actions, and others' reactions. Sometimes "experimentation mistaken behavior," if harmless, should be ignored. If the adult decides to intervene, s/he should do so in a way that teaches the child about consequences and alternatives, but also appreciates the child's natural curiosity: the child's need to learn. Example A child marks on a table. "Maria, you can color on paper. Let's get some soapy water and wash the table. Then we'll get some paper to use with those markers." Children do things because they have been influenced by others to do them, either at home or in the classroom. With "socially influenced" mistaken behavior, the adult firmly but matter-of-factly reinforces a limit, but also teaches an acceptable alternative for next time. Example Child says, "that damned kid makes me so mad." Teacher (hiding smile) responds: "Peter made you feel upset, and you can tell him or me, but you don't need to call names. We'll get the message." Example Just at the end of a long childcare day, three boys objected when a girl tried to join them in the block area. Two boys joined the first in calling her, "Butt Head Bridgett." The teacher consoled Bridgett and spoke with the boys. The next morning she and her assistant held a class meeting that started with a puppet play. After "act one" of the play, the children discussed how the frog puppet felt when the two bear puppets wouldn't let the frog play with them. The teacher then did act two with the happy ending suggested by the class. The group discussed the need to be friendly with all our "mates," and the importance of everyone being able to join in play. The teachers monitored for the next few days, intervening if socially influenced mistaken behavior occurred, to re-teach the "inclusive" guideline. Children show (serious) mistaken behavior because they have trouble in their lives that is beyond their ability to understand and manage. Sometimes the trouble can be physical, such as an undetected illness or injury. Other times, the trouble may be caused by a serious situation at home, center, school or in between. When a child shows extreme mistaken behavior, the adult should be alerted to the need for more information, especially if the behavior continues for more than a day or two. Observing and talking with the child can often add to an adult's understanding. Meeting with other staff can be helpful. A phone call or conference with parents may well be essential to better understanding the problem. Occasionally, consulting with an outside professional can help. When staff fully use their resources for understanding what is going on, a coordinated comprehensive guidance plan is easier to construct. Example A teacher notices that a child shows uncharacteristic irritability especially toward the beginning and end of each week. Talks with a parent determine that the parents have separated and the child is living with the mother during the week and the father on the weekends. The staff works together with the parent to make the transitions more understandable and less traumatic for the child. They extend extra comfort to the child during this difficult time. They work hard at being friendly even when they need to be firm during the child's outbursts, supporting the girl's self-esteem and maintaining teacher-child trust. Children with serious problems may show them in the classroom because it is the safest place in their lives. These children are asking for help, inappropriately perhaps, but in the only way they can. Often, they are most difficult to like but need a positive relationship with a teacher the most. With such children MnAEYC cautions against the use of such labels as "challenging" or "difficult"-even if the terms happen to be in vogue. The problem with labels is that they can cause a teacher to become sensitized to only the challenging or difficult behaviors a child may show. S/he may miss productive behaviors and admirable qualities in the child and give feedback that is distancing and negative. The child may feel stigmatized and disqualified from group membership, at a time when a sense of belonging is crucial for healthy development. The label a child receives may stick even with future teachers and in future classrooms. Schooling for the child then becomes more difficult. PRINCIPLE SIX The teacher relies on comprehensive guidance when children show serious mistaken behavior. There is no such thing as a bad child, just children with bad problems who don't know how to solve them. When teachers detect that children are showing serious mistaken behaviors on a continuing basis, they identify this pattern as serious mistaken behavior due to strong unmet needs. They recognize that strong needs with mistaken behavior requires a comprehensive approach that almost always involves working together with other adults on behalf of the child. Comprehensive guidance includes some of all of these steps:
Teachers report that a common result of IGPs is not the miraculous "cure" of strong needs mistaken behavior, but progress by the child in the management of the behavior. Moreover, there is also frequently progress on the part of the child and family in dealing with the underlying problems. Teachers report that for themselves a welcome gain is a restored sense of professional competence and lowered stress levels both in working with the child and the class. Too often, in the view of MNAEYC, programs seek to remove (expel) children who show serious mistaken behavior due to unmet strong needs. We believe commitment to the use of comprehensive guidance can decrease this potentially stigmatizing experience-for child, family, and even the program. Teachers must use their resources fully, however, to make comprehensive guidance work. Almost always, these efforts include collaboration with other professionals and cooperative leadership with the family. By working with others, teachers accomplish what they cannot on their own. Finally, in the trying situation of a child with serious problems and anticipated or experienced collaboration difficulties, teachers need to have personal support systems that extend outside of the program. All professionals need support systems, but in the taxing role of professional early childhood teacher, people who are there to support the teacher are crucial. In order for them to not give up on a child, teachers need the personal resources to give them the strength not to give up on themselves. PRINCIPLE SEVEN The teacher functions as a professional rather than a technician and learns even while s/he teaches. Teachers who are technicians react to conflicts in the traditional ways of their classrooms, frequently using discipline that slides into punishment. Rather than seek to understand the mistaken behavior and proactively teach alternatives to it, they react in a knee-jerk manner, enforcing rules to keep children obedient to the authority of the teaching staff. Teachers who are professionals attempt to replace stock reactions to mistaken behavior by using guidance to build an encouraging classroom and teach democratic life skills. As professionals, teachers make decisions about how to respond to behavior based on their judgments of the events at the time. Still, because they are human, sometimes teachers may jump in too quickly, over-react, show inconsistency, lose their tempers, or otherwise show human frailties. Just as they encourage children to, teachers who are professionals attempt to learn from their mistakes. They know that their job is challenging because young children are just at the beginning of learning democratic life skills. They have accepted the fact that being a caring professional means modeling as well as teaching these skills every day, all the time. When upset, teachers use methods to diffuse and express their feelings that do not put down the other person. They may pay attention to the "victim" first and talk with the child who did the hurting after they've cooled down. They may use "I messages" to describe their feelings rather than accuse and disparage the "culprits." They may firmly request more information before they make a hasty judgment. They may check themselves before responding to a child who is difficult for them to understand. They may work with others who know a child or family better than they. They monitor their moods and feelings, aware of their impact on teaching effectiveness. Examples "Skip, I saw what happened. You need to wait here until I find out if Jenny is all right. We'll talk about it in a few minutes when I've calmed down." "I am really bothered that the water got spilled out of the aquarium. We need to fill it up quickly and then we'll talk about what happened." A helpful guide when questions of professional practice become serious ones is the National Association for the Education of Young Children Code of Ethical Conduct (in Recommended Readings). The Code outlines core values for the profession and provides guidance about professionals' responsibilities to children, families, colleagues, community, and society. The Code concludes with the NAEYC "Statement of Commitment," important for professional teachers to read, discuss, and think about. Early childhood teachers who are committed to using guidance recognize that they are learners even as they are teachers, and they continue to learn even as they teach. Examples
Recommended Readings Beane, A. L. (2000). Bully free classroom. Minneapolis, MN: Free Spirit Publishing. Betz, C. (1994). Beyond time-out: Tips from a teacher, Young Children, 49(3), 10-14. Da Ros, D. A., & Kovach, B. A. (1998). Assisting toddlers & caregivers during conflict resolutions: Interactions that promote socialization. Childhood Education, 75(1), 25-30. Elkind, D. (1997, November). The death of child nature: Education in the post modern world. Phi Delta Kappan, 241-245. Feeney, S., & Lipnes, K. (2002). NAEYC Code of Ethical Conduct and Statement of Commitment. Washington, DC: National Association for the Education of Young Children. Froschl, M., & Sprung, B. (1999). On purpose: Addressing teasing and bullying in early childhood. Young Children, 54(2), 70-72. Gartrell, D. J. (2000). What the kids said today: Using classroom conversations to become a better teacher. St. Paul, MN: Redleaf Press. Gartrell, D. J. (2004). The power of guidance: Teaching social-emotional skills in early childhood classrooms. Clifton Park, NY: Thomson Delmar Learning and Washington, DC: NAEYC. Harris, T. T., & Fuqua, J. D. (2000). What goes around comes around: Building a community of learners through circle times. Young Children, 55(1), 44-47. Lawhon, T. (1997). Encouraging friendships among children. Childhood Education, 73(4), 228-231. Logan, T. (1998). Creating a kindergarten community. Young Children, 53(2), 22-26. McClurg, L. G. (1998). Building an ethical community in the classroom: Community meeting. Young Children, 53(2), 30-35. Schreiber, M. E. (1999). Time-outs for toddlers: Is our goal punishment or education. Young Children, 54(4), 22-25. Weber-Schwartz, N. (1987). Patience or understanding? Young Children, 42(3), 52-54. Approved by the MNAEYC BOARD-DECEMBER 2004 Developmentally Appropriate Guidance Committee
Revised by Dan Gartrell and Nancy Johnson-September, 2004 MNAEYC 1821 University
Ave. INDIVIDUAL GUIDANCE PLAN WORKSHEET Individual Guidance Plan Worksheet Child's name ________________ Initial Write-Up Date _________ 1. Noted Behaviors Behavior Observed:
2. Additional Information Check procedures used. Then summarize information gained. ___ Discussion with child. Date: ______ ___ Discussion with parent. Date: ______ ___ Discussion with other staff. Date: ______ ___ Discussion with other professionals. Date: ______ 3. Cooperative
Strategy Meeting Persons attending meeting: Strategy to be tried: 4. Follow-up Meeting
or Review Effort/progress shown by child: Progress still needed: Any change in strategy: An explanation of the Individual Guidance Plan and illustrations for its use were provided in Chapter Eleven. In addition, in both the Instructor's Manual and the Online Companion™ to accompany this book, a full-length form of the worksheet can be found. Suggested steps for using the IGP accompanies the form in both resources. The worksheet can be used without permission. The author does ask for feedback on its use by e-mail: dgartrell@bemidjistate.edu. Dr. Dan Gartrell, Professional Education Department, Bemidji State University, 1500 Birchmont Ave, Bemidji State University, Bemidji, MN 56601. 5. Summary of Results/Changes as of (Date) _______ 6. Summary of Results/Changes as of (Date) _______ 7. Summary of Results/Changes as of (Date) _______ top |
