Family and Community Handout
Final Graded Project: Family and Community Handout
The tasks most youngsters can achieve at a specific age are referred to as developmental milestones. Young children reach important developmental milestones when they do activities like sitting on their own, crawling, and walking. Activities that conform to DAP principles are important to meet the needs of mixed ages enrolled in a family childcare program because they provide opportunities for all children to interact with each other and learn from each other (Cade et al.,2022). They also allow children of different ages to play together and develop relationships, which is important for their social and emotional development.
The family program provider/educator is important in supporting children’s development and learning. They can provide information about typical milestones and recommended practices for promoting development across all domains. They can also help families to create positive environments that support children’s growth and development (Cade et al.,2022). The purpose of typical milestones and recommended practices for promoting development across all developmental domains is to ensure that young children are developing physically, cognitively, emotionally, and socially upright.
Milestones are a set of skills or abilities that most children can do at a certain age. They are guidelines to help parents and caregivers know if their child is developing normally (Edwards, 2018). Recommended practices for promoting development across all developmental domains include providing opportunities for physical activity, stimulating cognitive development through playful learning activities, encouraging emotional growth through positive reinforcement and emotional support, and fostering social growth through positive interactions with others.
One strategy for families to use in working with their children at home as far as typical milestones for physical growth and development are concerned is to ensure that their children are getting enough exercise. This can be done by ensuring they have time to play outside daily or enrolling them in a sport or activity they enjoy. Exposure to new ideas and experiences regularly is another strategy to be put in place. This can be done by reading books, taking trips to new places, or trying out new activities together. Emotional growth and development are concerned as another strategy; this will provide them with plenty of opportunities for self-expression. This can be done through art, music, writing, or any other outlet that allows them to express themselves freely (Edwards, 2018). The pictures below show practices of growth and development by parents in young children.
The first resource is the website for Zero to Three, a national nonprofit organization that provides resources for parents and professionals on the development of infants and toddlers. The website includes articles, research, tips, and tools on topics such as sleep, nutrition, playtime activities, and more.
Zero to Three
The website offers resources for parents and professionals on the development of infants and toddlers through their website, which includes articles, research tips, and tools on topics such as sleep nutrition, playtime activities & more. The Head Start Program promotes school readiness for children from birth to age five from low-income families by enhancing their cognitive, social, and emotional development (Romano et al.,2022). Services include education, health screenings, referrals, nutritious meals, mental health, and disability services.
Head Start Program
Location: 1001 17th St NW, Washington, DC 20036
Contact information: (202) 673-4465;
Meeting the needs of children requires a multi-age approach. Additionally, the DAP helps to guarantee that every child gets the tailored attention and care they need, which is particularly crucial in an environment with children of varying ages (Romano et al.,2022). Family childcare providers can guarantee that all of the children in their care can learn and develop in a safe, caring, and stimulating setting if they adhere to the standards provided by the DAP.
Cade, J., Wardle, F., & Otter, J. (2022). Toddler and preschool teachers’ beliefs and perceptions about the use of the developmentally appropriate practice. Cogent Education, 9(1), 2018908.
Edwards, N. M., & Denham, S. (2018). Early social-emotional development. Baltimore, MA: Brookes Publishing.
Romano, M., Lorio, C., Delehanty, A., Eugenio, J., Abarca, D., Trivedi, B., & Brown, J. A. (2022). Family routines within caregiver-implemented early interventions: A scoping review—Journal of Early Intervention, 10538151211062206.