• Emphasizing the value of child choice and responsive teaching
• Promoting individualization and respect for each child’s unique qualities
• Including activities to help children understand and respect diversity (culture, gender, abilities)
• Emphasizing the importance of family and community
• Promoting inclusion of children with disabilities.

Screening instruments provide teachers with a quick, standardized method of determining if individual children require further evaluation to address unmet needs that may interfere with their ability to learn. The LAP System includes the LAP-D normed-referenced developmental screens for 3-, 4-, and 5-year old children, which were standardized with children of diverse cultural, ethnic, and economic characteristics. The LAP-D screens:

In order to plan ongoing, developmentally appropriate learning activities for children, early childhood educators should first assess individual skill development in each of the primary developmental domains: language, cognition, social-emotional, and fine and gross motor. Through the assessment process, a profile of acquired and emerging skills can be established as well as significant gaps, which may indicate a need for an in-depth evaluation by specialized professionals. LAP assessment instruments can be used for beginning, mid-, and end-of-year observations of a child’s progress as well as for ongoing assessment. The LAP System includes three assessment instruments:

The Early LAP and LAP-R are available in English and Spanish. All three instruments include examiner manuals with procedures and criteria for scoring, scoring booklets, and assessment kits.

The LAP software assists early childhood professionals in analyzing data for both individuals and groups of children. The LAP software generates:

The LAP-D assessment software is now available.

Software for the LAP-R and Early LAP will be available in fall 2002.

Assessment results help prepare and facilitate the design of learning activities that will meet the needs of individual children as well as the entire classroom. The LAP System includes curriculum guides and activity cards for infants, toddlers, and preschool-age children that correlate with the LAP assessment instruments. Activities can be linked to emerging skills identified during the assessment process to facilitate a child’s developmental progress. Curriculum materials include:

All LAP System materials are designed to support the inclusion of children with disabilities and developmental delays in early childhood settings. In addition, a publication entitled, Inclusive Preschool Environments: Strategies for Planning, is available to assist preschool teachers in designing inclusive environments and activities. Information about typical and atypical development, inclusive teaching methods that encourage active child participation, and strategies for integrating individual goals and objectives into daily classroom planning are contained in this publication.

Involving parents in the learning process is critical to the success of any early childhood program. The LAP assessment instruments provide information for teachers to share with parents that is accurate and easily understood. Parents are often encouraged to be present while their child is being assessed, and their suggestions and input is valued as part of the assessment process. To reinforce learning activities in the home, the LAP System includes:

Without effective transition strategies, gains made by children in one setting may be lost when they transition to the next placement. The LAP System can be used to support important transitions for young children such as moving from infant and toddler settings to preschool, or from preschool to public school kindergarten. For example, Smooth Moves to Kindergarten includes strategies for program administrators and teachers, community leaders, and parents to use in helping children, including those with disabilities, make the move from preschool to public school kindergarten.