Section 7.06 - Curriculum and Progress ReportsThe following requirements apply to all programs, including family child care, small group and school age and large group and school age child care.
(1)Curriculum.(a) The licensee must provide a well-balanced curriculum of specific, planned learning experiences that support the social, emotional, physical, intellectual and language development of all children. The curriculum must: 1. be developmentally and linguistically appropriate;2. provide for the development, interests and temperaments of individual children;3. support school readiness and/or educational development; and4. include goals for the knowledge and skills to be acquired by children in the areas of English language arts, mathematics, science and technology/engineering, history and social science, comprehensive health, and the arts.(b) The licensee must have evidence of a plan describing how program activities support and engage children through specific learning experiences. Such plan must be appropriate to the ages and development of the children served, to the length of the program day and to the program objectives. As appropriate, children must participate in the development of the plan, and the plan must provide for: 1. reasonable regularity in routine, with sufficient flexibility to respond to the needs of individual children and to capitalize on unscheduled learning opportunities;2. opportunities for children to have a free choice among a variety of activities or to play alone or with one or several chosen peers, if desired, for at least half the program day;3. opportunities for children to participate in a variety of creative activities, such as art, music, literature, dramatic play and science, encouraging exploration, experimentation and discovery;4. daily indoor and outdoor time periods, weather permitting, which include both small and large muscle activities;5. at least 60 minutes of physical activity in full day programs;6. opportunities for children of all ages to interact with peers and adults to develop competence in verbal and nonverbal communication by responding to questions; communicating needs, thoughts, and experiences; and describing things and events;7. educators reading books daily with children of all ages in an engaging manner in group or individualized settings;8. opportunities for children to learn age appropriate self-help skills;9. opportunities that foster the development of independence and responsibility in children by encouraging decision-making, choices and independent time, as appropriate and with parent's consent, as required by 606 CMR 7.04(7)(a)8.;10. opportunities to explore issues of cultural, social and individual diversity while developing awareness, acceptance and appreciation of differences; such as gender, language, culture, ethnicity, family composition and differing abilities;11. learning experiences that support problem solving, critical thinking, communication, language and literacy development, social skills and relationship building;12. opportunities to learn about proper nutrition, good health and personal safety;13. specific reasonable accommodations to allow children with disabilities to participate in regular program activities whenever possible; and14. in programs serving infants and toddlers, opportunities for infants and toddlers to move freely and achieve mastery of their bodies through self-initiated movement, including multiple opportunities to practice emerging skills in coordination, movement, balance, and perceptual-motor integration.(c) The licensee must ensure that: 1. there is a sufficient quantity and variety of materials and equipment to engage all children present in the program;2. materials and equipment encourage active physical play and quiet play activities;3. materials and equipment are visible and readily accessible to the children in care and are arranged to promote independent access by children;4. materials that promote imagination and creativity are available, for examples, blocks, sand, water, play dough, manipulatives and art materials;5. the approved space includes a small, quiet area that is inviting to children, visible to staff, and easily accessible to a child who seeks or needs time alone.(2)Transitions Between Activities. Transitions must be completed in a safe, timely, predictable and unhurried manner.(a) Activities must be planned and organized in advance to avoid children waiting.(b) Children must be informed about transitions prior to their occurrence.(c) Transitions between activities must be smooth and flexible.(d) Children must not always be expected to move as a group from one activity to another.(e) Visual, verbal and auditory cues must be used to support children's transitions.(3)Progress Reports. A written progress report must be prepared periodically on the progress of each child in the program. The program must offer parents a conference to discuss the content of the report. A copy of the progress report must be given to the parent and a copy kept in the child's record. (a)Frequency. 1. For infants and children with identified special needs the progress report must be prepared every three months.2. For toddlers and preschoolers, the progress report must be prepared every six months.3. For school age children, the progress report must be prepared at least annually, at the midpoint of the child's program year.(b)Content. The progress report must be based on observations and documentation of the child's progress in a range of activities over time and may include samples of the child's work. 1. For children younger than school age, the progress report must address the development and growth of the child including but not limited to the developmental domains of Cognitive, Social/Emotional, Language and Fine and Gross Motor and Life Skills.
2. For school age children, the progress report must address the child's growth and development within the parameters of the program's statement of purpose.(c) All Educators, specialists and consultants working with the child in the program must be offered an opportunity to contribute to the progress report of the child.(4)Use of Progress Reports. Educators shall use progress reports to adapt the program to the children's individual strengths, interests, and needs; to maintain ongoing communication with the child's family, and; with parental permission, to facilitate the child's transition to another early education and care program or to kindergarten, as appropriate.(5) Notwithstanding 606 CMR 7.06(3)(a), special problems and significant developments must be documented and brought to the parent's attention as soon as they arise. (a) The licensee must offer information to parents regarding health and educational resources for the child and family.(b) The licensee must obtain parental consent prior to contacting any outside social, educational or health care resource or service provider on behalf of an individual child. If such direct contacts are made by the program, the licensee must maintain a written record of such contacts and the results of such contacts.