Children who attend a program that has some theoretical basis for planning have A. more positive experiences than those who attend a program with no theory to guide the practices of staff. B. less positive experiences than those who attend a program with no theory to guide the practices of staff. C. less marked developmental gains than those who attend a program with no theory to guide the practices of staff. D. more material to play with than those who attend a program with no theory to guide the practices of staff.
Is the answer A
Yes.
The answer to this question is A. Children who attend a program that has some theoretical basis for planning have more positive experiences than those who attend a program with no theory to guide the practices of staff.
To arrive at this answer, you can eliminate options B, C, and D as they claim negative or irrelevant outcomes. This leaves us with option A as the most plausible answer.
When a program has a theoretical basis for planning, it means that the staff follows a specific approach or methodology that is grounded in research and evidence. This theoretical basis helps the staff to plan their activities, curriculum, and interactions with children in a way that is informed and purposeful.
Having a theoretical basis for planning allows the staff to consider the developmental needs and interests of the children. They can design activities that are appropriate, engaging, and supportive of children's learning and growth. This, in turn, leads to more positive experiences for the children attending the program.
In contrast, a program with no theory to guide the practices of staff may lack coherence and intentionality. The activities and interactions may be ad hoc or not well thought out, which can result in less positive experiences for the children.
Therefore, it is important for programs to have a theoretical basis for planning in order to provide more positive experiences for the children they serve.