214 R.I. Code R. 214-RICR-40-00-1.13

Current through December 3, 2024

Section 214-RICR-40-00-1.13 - Learning and Development

A. Curriculum: Program and Classroom Level; Content

1. Programs maintain program and classroom level curriculum.

2. The program level curriculum is informed by program philosophy, beliefs, practices, and relevant research.

a. Infant, Toddler, and Preschool programs are also guided by the RI Early Learning and Development Standards.

3. The program level curriculum considers the developmentally appropriate needs of all children served.

4. Written or electronic documentation of the classroom level curriculum (lesson plans or planning documentation) is easily accessible in each individual classroom.

5. Classroom level curriculum is completed on a weekly basis and includes:

a. a list of activities and opportunities available to children throughout the week;

b. materials and equipment that are needed to support activities and opportunities; and

c. relevant RI Early Learning and Development Standards for Infant, Toddler, and Preschool programs.

6. Classroom level curriculum for the previous three months is maintained on-site.

7. The Education Coordinator or Site Coordinator meets with each Teacher or staff to consult on program planning and to assist in the planning for individual children at least monthly.

8. Teachers share planning information with other classroom staff.

B. Curriculum: Process

1. Children have access to a variety of experiences, activities, and opportunities.

2. Staff provide experiences and environments that go beyond routine care and supervision.

3. Opportunities for moderate to vigorous physical activity (60-minutes total for a full day program, and 30-minutes total for a part day program) are available to children each day.

4. Television or other screen time is:

a. prohibited for Infants;

b. prohibited during scheduled meal and snack times;

c. limited to no more than 30 minutes per day for each child or group; except in situations including:

(1) Toddler, Preschool, or School Age group activities (not to exceed one event per month, per group) such as watching a movie, provided that alternate supervised activities remain available; and

(2) School Age children's use of electronic media or e-readers for homework, reading, or hands on learning activities.

C. Curriculum: Teaching and Facilitation

1. Classroom staff are required to:

a. implement the classroom level curriculum;

b. actively engage with children;

c. develop individual relationships with children by providing care that is responsive, attentive, consistent, comforting, supportive and culturally sensitive;

d. serve as a positive role model for children;

e. use positive methods in guiding and redirecting children;

f. encourage appropriate behavior and set clear limits;

g. match expectations with the children's developing abilities and capabilities;

h. praise the children's accomplishments as well as their attempts at tasks;

i. create a positive environment through their own behaviors such as frequent social conversations with children, joint laughter and affection, eye contact, pleasant tone of voice and smiles; and

j. assist children who present challenging behaviors by:

(1) identifying and documenting factors that may predict or contribute to the challenging behavior;

(2) making adaptations to the child's environment as necessary;

(3) supporting families by sharing documentation and information; and

(4) providing connection to relevant services and outside resources, when necessary.

2. At least one classroom Teacher sits with children at the tables during meals and snack time and engages with children to model appropriate mealtime behavior.

3. Programs must be able to communicate with children, who are enrolled, whose primary language is not English, or require alternative methods of communication.

4. The program provides School Age children assistance with homework, as needed.

D. Curriculum: Context

1. Classrooms are arranged into learning areas that promote center-based play.

2. Child-accessible storage is provided for children's belongings in or near the classroom.

3. Classroom arrangement:

a. allows for clear pathways around the classroom;

b. ensures visual supervision by staff;

c. separates noisy and quiet activities; and

d. provides the children with ample opportunity for freedom of movement in a safe, clean, and uncluttered area.

4. Classroom arrangement in an Infant/Toddler program may include a contained play space that:

a. encourages safe exploration;

b. promotes teacher/child interaction; and

c. is never used as a means of isolation.

5. Each classroom has:

a. furniture and seating to accommodate the number and size of children in the group;

b. accessible materials to accommodate the number of children in the group, that support a wide range of developmentally and culturally appropriate experiences, activities and opportunities; and

c. comfortable seating for staff in Infant/Toddler programs.

6. Rebounders (therapeutic trampolines) are allowed, if the trampoline has a welded handle, height of no more than nine inches, and a diameter of no more than three feet.

7. Classroom staff post and follow a regular daily schedule.

8. Staff must make adaptations to the daily schedule to meet the interests and needs of the children, and to cope with weather changes, or other situations that may affect routines.

9. The daily schedule allows for:

a. child-directed play;

b. teacher-directed play;

c. quiet and active play;

d. large group, small group, and individual play;

e. outdoor play;

f. rest appropriate to the needs of children (non-sleeping children must have access to quiet activities); and

g. additional routine care.

E. Child Assessment

1. Staff work to connect families of Infants and Toddlers to Early Intervention services, if a developmental concern arises.

2. Staff work collaboratively with local school districts to ensure that Preschool children have the opportunity to participate in child outreach screening.

3. Screening is not used to label a child, determine a child's placement in the program, deny a child's entrance into the program, or to infer a child's readiness.

4. If the child has an IFSP, the program works with the Early Intervention provider to support the child's IFSP.

5. If the child has an IEP, the program works with the school district to support the child's IEP.

F. Family Engagement

1. Prior to enrollment, programs provide opportunities for the child and parent/guardian to visit the program.

2. Programs conduct and document a preadmission family conference for all children to be enrolled in the program.

3. Families are kept informed through communication including the Family Handbook, periodic newsletters, and ongoing contact with program and classroom staff.

4. Programs must be able to communicate with families, of children who are enrolled, whose primary language is not English, or require alternative methods of communication.

5. If a program chooses to suspend or terminate a child for any reason the program must provide written documentation to the parent/guardian, which includes the specific reasons for the proposed suspension or termination of the child, and the circumstances under which the child may return, if any.

6. There is a means of written/electronic daily communication between staff and families in Infant/Toddler programs, which includes information about the child's routine care.

7. A directory of community resources is available to families.

8. The program is open to families for observations and visits whenever the program is in operation.

9. Families are given the opportunity to engage in their child's learning experience and development.

214 R.I. Code R. 214-RICR-40-00-1.13