Standard 2: Curriculum
The program implements a curriculum that is consistent with its goals for children and promotes learning and development in each of the following areas: social, emotional, physical, language, and cognitive. A well-planned written curriculum provides a guide for teachers and administrators. It helps them work together and balance different activities and approaches to maximize children’s learning and development. The curriculum includes goals for the content that children are learning, planned activities linked to these goals, daily schedules and routines, and materials to be used. Our program addresses all aspects of child development. The curriculum does not focus on just one area of development.
- Children are given opportunities to learn and develop through exploration and play, and teachers have opportunities to work with individual children and small groups on specific skills.
- Materials and equipment spark children’s interest and encourage them to experiment and learn. Activities are designed to help children get better at reasoning, solving problems, getting along with others, using language, and developing other skills.
- Infants and toddlers play with toys and art materials that “do something” based on children’s actions, such as jack-in-the-box, cups that fit inside one another, and play dough.
Standard 4: Assessment of Child Progress
The program is informed by ongoing systematic, formal, and informal assessment approaches to provide information on children’s learning and development. These assessments occur within the context of reciprocal communications with families and with sensitivity to the cultural contexts in which children develop. Assessment results benefit children by informing sound decisions, teaching, and program improvement. It also helps teachers plan appropriately challenging curriculum and tailor instruction that responds to each child’s strengths and needs. Assessments can also help teachers identify children with disabilities and ensuring that they receive needed services. The program supports children’s learning using a variety of assessment methods, such as observations, checklists, and rating scales.
- Assessment methods are appropriate for each child’s age and level of development and encompass all areas of development, including math, science, and other cognitive skills; language; social-emotional; and physical.
- Teachers use assessment methods and information to design goals for individual children and monitor their progress, as well as to improve the program and its teaching strategies.
- Families receive information about their child’s development and learning on a regular basis, including through meetings or conferences.
Standard 6: Teachers
We employ and support a teaching staff with the educational qualifications, knowledge, and professional commitment necessary to promote children’s learning and development and to support families’ diverse needs and interests. Teachers who have specific preparation, knowledge, and skills in child development and early childhood education are more likely to provide positive interactions, richer language experiences, and quality learning environments. Teaching staff have educational qualifications and specialized knowledge about young children and early childhood development. We also make provisions for ongoing staff development, including orientations for new staff and opportunities for continuing education.
- Teaching staff have training in the program’s curriculum and work as a teaching team.
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Standard 8: Community Relationships
We also establish relationships with and use the resources of the children’s communities to support the achievement of program goals. Relationships with agencies and institutions in the community help us achieve our goals and connect families with resources that support children’s healthy development and learning.
- We connect with and use museums, parks, libraries, zoos, and other resources in the community.
- Representatives from community helpers, such as Firemen and local doctors, are invited to share their interests and talents with the children.
- The staff develop professional relationships with community agencies and organizations that further the program’s capacity to meet the needs and interests of children and families.
Standard 10: Leadership and Management
Our management has implemented policies, procedures, and systems that support stable staff and strong personnel, so all children, families, and staff have high-quality experiences. Effective management and operations, knowledgeable leaders, and sensible policies and procedures are essential to building a quality program and maintaining the quality over time.
- We are licensed and regulated by the Ghana Education Service and the Department of Social Welfare.
- Our written policies and procedures are shared with families and address issues such as the Program’s philosophy and Curriculum goals, policies on guidance and discipline, and Health and Safety procedures.
- Appropriate group sizes and ratios of teaching staff to children are maintained (for example, infants—no more than 10 children in a group, with 2 teaching staff; toddlers—no more than 12 children in a group, with 1 teaching staff; and 4-year-olds—no more than 12 children in a group, with 1 teaching staff).
The program promotes positive relationships among all children and adults. It encourages each child’s sense of individual worth and belonging as part of a community and fosters each child’s ability to contribute as a responsible community member. The safe and secure environments built by positive relationships help children thrive physically, benefit from learning experiences, and cooperate and get along with others.Teachers help new children adjust to the program environment and make friends with other children.
We use developmentally, culturally, and linguistically appropriate and effective teaching approaches that enhance each child’s learning and development in the context of the curriculum goals. Children have different learning styles, needs, capacities, interests, and backgrounds. By recognizing these differences and using instructional approaches that are appropriate for each child, teachers and staff help all children learn.
We promote the nutrition and health of children and protect children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Our Programs must be healthy and safe to support children’s healthy development.
We establish and maintain collaborative relationships with each child’s family to foster children’s development in all settings. These relationships are sensitive to family composition, language, and culture. To support children’s optimal learning and development, we establish relationships with families based on mutual trust and respect, involve families in their children’s educational growth, and encourage families to fully participate in the program.
We have a safe and healthy environment that provides appropriate and well-maintained indoor and outdoor physical environments. The environment includes facilities, equipment, and materials to facilitate child and staff learning and development. An organized, properly equipped, and well-maintained program environment facilitates the learning, comfort, health, and safety of the children and adults who use the program.