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Solved by verified expert:ECE 64 Child Health, Safety, & Nutrition Licensing/Parent Communication Assignment NAEYC Standard 1 Promoting Child Development & Learning c. Using developmental knowledge to create healthy, respectful, supportive and challenging learning environments for young children NAEYC Standard 2 Building Family & Community Relations b. Supporting and engaging families and communities though respectful, reciprocal relationships c. Involving families and communities in young children’s development and learning NAEYC Standard 6 Becoming a Professional a. Knowing and involving oneself with the Early Childhood Field b. Knowing about and upholding ethical standards and other early childhood professional guidelines NAEYC Supportive Skills . Written and verbal skills . Identifying and using professional resources roject Outline Students will be randomly assigned to one of three possible licensing categories and sub topics to explore in this project.These include: 1.Title 22/Article 3 a.Plan of operation b.Disaster mass casualty plan Individually, students will research their assigned category and sub-topics using the website for CA Title 22. Link (Links to an external site.)Links to an external site. They will be asked to look for direct connections between the law and the material in their textbooks/lecture notes. Students will complete a written reflection paper with at least one complete sentence for each area that includes the necessary details that show understanding and identifying the connections between the laws and their textbook. In addition, they must reflect on their thoughts about the importance of the regulations, potential challenges or difficulties they think might occur around these regulations, and how they might address these in a child care setting. Standard 6A- What is the role of a licensing analyst? What are some possible best practices or strategies for working with your local licensing analyst? In addition to Title 22 licensing requirements what are other local/regional ECE-related professional resources (i.e. Quality improvement coaches, resource and referral agencies, etc.) that are available to you to move beyond the minimal standards of licensing and improve the quality of your program. Standard 6a: Identifying and involving oneself with the Early childhood Field Missing or inaccurate description of the role of a licensing analyst, provides 0 strategies for working with licensing analysts, and identifies 0 or more local/regional ECE-related resources to improve quality Accurately describes the role of a licensing analyst, provides 1-2 related strategies for working with licensing analysts, and identifies 1-2 local/regional ECE related resources to Improve quality. Accurately describes the role of a licensing analyst, provides 3 or more clear and appropriate strategies for working with licensing analysts, and identifies 3 or more local/regional ECE related resources to improve quality. Standard 6b: Knowing about and upholding ethical standards and other early childhood professional guidelines Policies and practices communicated are unrelated to assigned licensing regulations. Policies and practices communicated to parents correctly address most of the assigned licensing regulations. Policies and practices communicated to parents clearly and correctly address all assigned licensing regulations. SS3: Written and verbal skills Document has more than 7 errors in paragraph structure, spelling, grammar, punctuation, or capitalization. Document has no more than 5-6 errors in paragraph structure, spelling, grammar, punctuation, or capitalization. Document has no more than 3-4 errors in paragraph structure, spelling, grammar, punctuation and capitalization. SS5: Identifying and using professional resources Reflection paper does not address Title 22 regulations and/or does not make any connections to the textbook. Reflection paper addresses some of the Title 22 regulations and makes few connections to the textbook. Reflection paper clearly covers assigned Title 22 regulations and makes thoughtful, direct connections to the textbook.

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