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Kimberly Novalick
1
Program Management Plan (PMP) Assignment
Kimberly Novalick
Bay Development Center
Kimberly Novalick
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Philosophy and Purpose:
The purpose of education is to teach children the necessary knowledge they need to be
successful in life. I feel children learn in a positive learning environment. They learn
through the difference options of play that is offered throughout the day. The faculty and
students value equality in diverse learners. We embed diversity in our assessment of
educational effectiveness in terms of student learning, student preparation and student
success.
Mission Statement:
We are committed to meeting the needs of every student. We will provide them with an
enrich curriculum and ensure they are taught the skills they need to succeed in today’s
society.
Population Served:
There are children between ages of 6 months to 4 years old in this program. We have
an infant, toddler, and preschool room. Our curriculum is made to help serve all children
in school readiness including those who are dual language learners and also children
with disabilities.
The infant room contains children ages 6 months to 18 months. The toddler room
contains children ages 18 months to 3 years. The preschool room contains ages 3 to 4
years of age.
Total Number of children: 38
Race:
Caucasian: 16
African American: 13
Hispanic: 9
Cost of Program:
There is a tuition fee of $75 due at the time of registration. Payments are due on
Monday of the present week. Any payments made after Tuesday of that week will
receive a $10 late fee, and will continued to be charged each week it is not paid. After 3
weeks of non-payment, parents may be asked to remove the child from the program.
Ages 6 months – 3 years: $100 a week
Ages 3 – 4: $86 a week
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Goals of Program:
Our goal is to teach the necessary areas of child development and early learning
essential for school and long-term success. There are 5 different domains used in
school provided by the Arkansas Frameworks. These include:
Social/Emotional Development
o Help children act independently
o Help children learn to interact socially
Creative/Aesthetic Learning
o Promote expression through art forms and activities
Cognitive/Intellectual Learning
o Provide many opportunities to practice Language Arts, Mathematics and
Science, and Social Studies
Physical Development
o Teach children proper health and nutrition
o Practice fine motor skills
o Practice gross motor skills
Language
o Teach children language skills that will enable them to express
themselves
Description of Infant/Toddler Program:
The ultimate goal for the infant/toddler program is to ensure each child receives the
adequate amount of knowledge they need to succeed in school.
Parent Expectations:
Sign children in and out at times of drop-off and pick-up
Children arrive on time
Children have regular attendance
Pay the weekly rate on time
Child Expectation:
Follow basic rules of the classroom
Respect teachers and other classmates
Take care of toys and equipment
Curriculum based on:
Physical – Development of Fine (small) and Gross (large) Motor Skills.
Cognitive - The process of making sense of the world around them.
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Social – The awareness of others around them and the interaction with others
around them.
Emotional – Development of self-awareness and self-confidence
Creative/Aesthetic – Promotes learning and brain development in young children
by using art forms and activities.
Reference: http://www.teachpreschool.org/2010/05/lesson-plans-for-the-infant-room/
Description of Preschool Program:
The ultimate goal for the preschool program is to ensure each child receives the
adequate amount of knowledge they need to succeed in school.
Parent Expectations:
Sign children in and out at times of drop-off and pick-up
Children arrive on time
Children have regular attendance
Pay the weekly rate on time
Child Expectations:
Follow basic rules of the classroom
Respect teachers and other classmates
Take care of toys and equipment
Curriculum:
Week 1 - Alphabet Intro
Week 2 - Letter A, Number 1
Week 3 - Letter B, Number 2
Week 4 - Letter C, Number 3
Week 5 - Letter D, Number 4
Week 6 - Letter E, Number 5
Week 7 - Review A, B, C, D & E
Week 8 - Letter F, Review 1-5
Week 9 - Letter G, Number 6
Week 10 - Letter H, Number 7
Week 11 - Letter I, Number 8
Week 12 - Letter J, Number 9
Week 13 - Review F, G, H, I & J
Week 14 - Letter K, Number 10
Week 15 - Letter L, Review 5-10
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Week 16 - Letter M, Number 11
Week 17 - Letter N, Number 12
Week 18 - Letter O, Number 13
Week 19 - Review K, L, M, N & O
Week 20 - Letter P, Number 14
Week 21 - Letter Q, Number 15
Week 22 - Letter R, Review 10-15
Week 23 - Letter S, Number 16
Week 24 - Letter T, Number 17
Week 25 - Review P, Q, R, S & T
Week 26 - Letter U, Number 18
Week 27 - Letter V, Number 19
Week 28 - Letter W, Number 20
Week 29 - Letter X, Review 15-20
Week 30 - Letter Y, Review 1-10
Week 31 - Letter Z, Review 10-20
Week 32 - Review U, V, W, X, Y & Z
Reference: http://www.letteroftheweek.com/year_age_3.html
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Infant and Toddler Schedule
7:45-8:15 – Greeting/Free play
8:15-8:30 – Diaper changing/Toileting
8:30-8:45 – Prepare for morning snack
8:45-9:00 – Morning snack
9:00-9:30 – Outside play
9:30-9:45 – Diaper changing/Toileting
9:45-10:00 – Circle time
10:00-10:30 – Center time
10:30-10:45 – Diaper changing/Toileting
10:45-11:00 – Prepare for lunch
11:00-11:30 – Lunch
11:30-1:30 – Nap time
1:30-1:45 – Diaper changing/Toileting
1:45-2:00 – Story time
2:00-2:15 – Prepare for afternoon snack
2:15-2:30 – Afternoon snack
2:30-2:45 – Diaper changing/Toileting
2:45-3:15 – Outside play
3:15-3:45 – Art
3:45-4:00 – Diaper changing/Toileting
4:00-4:30 – Center time
4:30-4:45 – Music and movement
4:45-5:00 – Diaper changing/Toileting
5:00-5:30 – Departure/Free play
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Preschool Schedule
7:45-8:15 – Greeting/Free play
8:15-8:30 – Bathroom
8:30-8:45 – Circle time
8:45-9:15 – Outside play
9:15-9:30 – Bathroom
9:30-9:45 – Morning snack
9:45-10:15 – Center time
10:15-10:30 – Bathroom
10:30-11:00 – Table Games
11:00-11:15 – Bathroom
11:15-11:45 – Lunch
11:45-12:00 – Story time
12:00-12:15 – Bathroom
12:15-2:15 – Nap time
2:15-2:30 – Bathroom
2:30-2:45 – Snack time
2:45-3:15 – Art
3:15-3:45 – Outside play
3:45-4:00 – Bathroom
4:00-4:15 – Music and movement
4:15-4:45 – Center time
4:45-5:00 – Bathroom
5:00-5:30 – Departure/Free play
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Family Partnership Plan:
Parent involvement helps your children in many ways:
Shows respect for parents and teachers
Positive attitudes, habits, beliefs, and values
More likely to engage in school
Some ways for parents to be involved:
Offer to tutor
Be a class parent
Accompany a field trip
Share history and work career with class
Assist in planning parties
Volunteer Supervision Plan:
Volunteers are great resources in the classroom. Before volunteering, please state the
things you would like to do and the things that you would rather not do. There is
orientation every 2 weeks covering the multiple different volunteering options. This will
give you a better understanding on how to do them when you get into the classroom.
Less interactive activities:
Help set up art, science, and other projects
Make playdough for classroom
Hang up artwork in hallway
Return books to school library
Sharpen pencils/crayons and make sure lids are on all markers
More interactive activities:
Read to/listen to children read
Help students catch up on missed work
Play board games with small group of students
Chaperone field trips
Help write and/or edit class newsletter
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Staff Supervision Plan:
A teacher must be a good role model inside and outside the classroom. They must also
present themselves in a professional manner. The staff is trained to provide a
framework to support the development of professional employee skills and knowledge
that will result in increased achievement for all students. Staff is required to have 15
hours of training each year. Summer workshops, in-service programs, graduate
courses, conferences, extended Tuesdays, and induction and mentoring program are all
options of trainings staff must participate in.
Qualifications:
At least 18 years of age
High school diploma
Have prior experience in working with children
Hiring Process:
Review of application and resume
Go through an interview with the director
Copy of driver’s license
Evaluation Process:
Child Maltreatment form
Criminal background check
TB test
Orientation:
Minimum Licensing requirements
CPR
First Aid
Substitute Teacher Plan:
Please fill out the “while you were out” form that includes absent students, students who
went above and beyond, and students who were reminded on how to act. Here is a list
of activities that you can do throughout the day:
Practice sight words listed on board
Number puzzles
Alphabet Animals worksheet
Games to play:
o Heads up 7 up
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o Spelling bee
o Pictionary
o 4 corners
o Hangman
o I spy
o 20 questions
o Around the world
o Quiet mouse, still mouse
Health and Safety Plan:
Safety:
Emergency drill procedures and diagrams shall be posted in each room of the
facility and practiced each month. All faculty members shall be knowledgeable of
these drills.
All medications shall be kept out of reach of children and locked up.
All detergents and cleaning supplies shall be kept out of reach of children.
Electrical outlets shall be covered.
Health:
Parents and guardians shall be notified if the child:
o Has a temperature of 101 or above.
o Had 3 or more watery stools within 24 hours
o Vomited 2 or more times within 24 hours
In order to give medication to a child, the facility must have a signed parental
permission form which includes date, type, drug name, time, and dosage.
All teachers shall have a first aid kit.
Behavior Plan:
Behavior guidance shall be consistent and developmentally appropriate for each child. It
is used to help children learn acceptable behavior and self-control.
Some ways teachers will be guided to appropriate behaviors are:
Look for appropriate behavior then encourage and praise when children are
behaving well.
Remind the children every day of the basic rules of the classroom.
When a child is beginning to behave, praise them for the little things.
Praise the children behaving appropriately and the other children will want to be
praised as well.
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Infant Room Indoor Furnishings:
Furniture:
6 cribs
3 high chairs
Child size table
4 child size chairs
Changing table
Diaper storage
Cubbies
Low shelves
Rugs
Trashcan with lid
Swings
Rockers
Bouncy seats
Materials:
Books – hard, soft, sensory
Small and large blocks
Balls
Plush toys – puppets, dolls, blocks, books
Stacking containers
Musical toys
Grasping toys
Sensory toys
Mirror
Stacking rings
Toy cars and trucks
Toddler Room Indoor Furnishings:
Furniture:
12 cots
4 child size tables
13 child size chairs
Changing table
Diaper storage
Cubbies
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Low shelves
Rugs
Trashcan with lid
Teachers desk/chair
Sensory table
Kitchen equipment – stove, sink, fridge
Dress-up storage
Paint Easel
Music box
Plush sofa and chair
Materials:
Books – hard, soft, sensory
Small and large blocks
Balls
Plush toys – puppets, dolls, blocks, books
Stacking containers
Musical toys
CD’s
Tapes
Sensory toys
Mirror
Stacking rings
Toy cars and trucks
Dress-up clothes
Kitchen dishes/food
Fake telephones
Puzzles
Playdough
Pencils
Crayons
Markers
Paint
Paint brushes
Paper
Stuffed animals
Baby dolls
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Preschool Room Indoor Furnishings:
20 cots
5 child size tables
22 child size chairs
Cubbies
Low shelves
Rugs
Trashcan with lid
Teachers desk/chair
Sensory table
Kitchen equipment – stove, sink, fridge
Dress-up storage
2 computers
Child size computer desk
Music box
Plush sofa and chair
Bean bags
Blankets and pillows
Dry erase board
Letter board
Paint easel
Materials:
Books – hard, soft, sensory
Small and large blocks
Balls
Plush toys – puppets, dolls, blocks, books
Stacking containers
Musical toys
CD’s
Tapes
Sensory toys
Mirror
Stacking rings
Toy cars and trucks
Dress-up clothes
Kitchen dishes/food
Fake telephones
Puzzles – knobbed, large pieces, small pieces
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Lacing Card
Sewing Card
Buttons Card
Zipping Card
Playdough
Pencils
Crayons
Markers
Paint
Paint brushes
Paper
Glue
Tape
Pom poms
Pipe cleaners
String
Stuffed animals
Baby dolls
Counting bears
Tape measure
Marbles
Magnifying glass
Ruler
Magnets
Sorting Activities
Dry erase marker
Eraser
Puzzles – knobbed puzzles, large piece puzzles, small piece puzzles.
Sewing, lacing, buttoning, zipping cards
Infant/Toddler Outdoor Furnishings:
Equipment:
Big climbing with slide
Playhouse
Swings
Cars
Sensory table
Slide
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Materials:
Balls
Buckets
Shovels
Toy cars and trucks
Preschool Outdoor Furnishings:
Equipment:
Swings
Playhouse
Sensory table
Wall climbing
Big climbing with slide
Basketball goals
Bicycles
Materials:
Balls
Jump ropes
Buckets
Shovels
Toy cars and trucks
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Developmentally Appropriate Learning Centers:
Toddler Room:
Dramatic Play:
Creative/Aesthetic
o 2.2 Participates in dramatic play themes that become more involved and
complex
o 2.3 Assumes various roles in dramatic play situations
Materials:
o Dress-up clothes
o Play food
o Play dishes
o Pots and pans
o Puppets
o Dolls
o Child sized couch and chair
Arts and crafts:
Creative/Aesthetic
o 2.1 Shows creativity and imagination in play with materials and props
o 2.11 Creates drawings and paintings that gradually become more detailed
and realistic
Materials:
o Paper
o Pencil
o Crayons
o Markers
o Paint
o Paint brushes
o Playdough
Library:
Cognitive/Intellectual
o 3.1 Shows enjoyment of books and stories and discussion of them
o 3.3 Demonstrates knowledge of how to use a book
Materials:
o Blanket
o Pillows
o Books
o Bean bags
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o Book shelf
Music:
Creative/Aesthetic
o 2.4 Participates freely in music activities
o 2.5 Enjoys singing games, dramatizing songs, and moving to music
o 2.6 Expresses through movement what is felt and heard in various musical
tempos and styles
o 2.7 Experiments with a variety of musical instruments and sound sources
Materials:
o Miscellaneous music toys
o Music box
o CD’s
o Tapes
Sensory table:
Cognitive/Intellectual
o 3.20 Uses senses to learn about the characteristics of the environment
and to collect data
Materials:
o Sand table
o Water table
o Sand sifter
o Shovel
o Bucket
o Measuring cups
o Measuring spoons
o Funnel
o Pitcher
Preschool Room:
Library:
Cognitive/Intellectual
o 3.1 Shows enjoyment of books and stories and discussion of them
o 3.3 Demonstrates knowledge of how to use a book
Materials:
o Blanket
o Pillows
o Books
o Bean bag
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o Book shelf
Arts and crafts:
Creative/Aesthetic
o 2.1 Shows creativity and imagination in play with materials and props
o 2.11 Creates drawings and paintings that gradually become more detailed
and realistic
Materials:
o Paper
o Pencil
o Crayons
o Markers
o Paint
o Paint brushes
o Glue
o Scissors
o Tape
o Pom poms
o Pipe cleaners
o String
o Playdough
Math and Science:
Cognitive/Intellectual
o 3.19 Shows interest in exploring the environment
o 3.21 Uses words to describe the characteristics of objects
o 3.22 Making comparisons
Materials:
o Counting Bears
o Tape measure
o Marbles
o Magnifying glass
o Ruler
o Magnets
o Sorting Activities
Fine motor skills:
Physical
o 4.6 Coordinates eye and hand movements to complete tasks
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o 4.7 Uses small muscles for self-help skills
Materials:
o Puzzles – knobbed, large pieces, small pieces
o Lacing Card
o Sewing Card
o Buttons Card
o Zipping Card
Dry erase:
Cognitive/Intellectual
o 3.6 Demonstrates an interest in using writing for a purpose
Materials:
o Dry erase marker
o Eraser
o Magnets
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Personal Reflection:
I believe health and safety is one of my best works. The reason is because it is self-
explanatory. I also believe parents will be able to understand the information without
any confusion. I feel as though this is one of the most important things in programs. It is
crucial to abide by these guidelines in order to protect the other children’s health and
safety.
My second best work would be my cost of program. I feel these prices are very suitable
for child care. A lot of places charge outrageous prices, but I would want my program to
be affordable for everyone.
I feel my third best work is my volunteer plan. This is because I posted multiple different
ways parents can volunteer. I listed some with little interaction in activities and I listed
some with more interaction in activities. I would hope parents would be interested in one
of these listed or would come to me and ask for more opportunities to volunteer.
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References:
http://www.csuchico.edu/vpaa/wasc/eer/diversity/DiversityPrjMgmt.html
http://eclkc.ohs.acf.hhs.gov/hslc/tta-
system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_
Framework%28rev-Sept2011%29.pdf
https://bblearn.astate.edu/bbcswebdav/pid-2161100-dt-content-rid-
6031708_1/courses/201360.d38087f2/201310.2736f552_ImportedContent_201301091
21433/aeceframwork.pdf
http://www.lora.org/ais/documents/school-family-partnerships-plan.pdf
http://www.terrellisd.com/PDF_files/Curriculum/Curriculum%20Management%20Plan.pd
f
http://www.soyouwanttoteach.com/45-tasks-for-parent-volunteers-in-the-classroom/
http://www.basd.net/cms/lib2/PA01001269/Centricity/Domain/36/Professional_Employe
e_Supervision_Plan_2008.pdf
