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Preparing for the ITERS-R, ECERS-R and FCCERS-R Assessments

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Preparing for the ITERS-R, ECERS-R and FCCERS-R Assessments Kim Vanover Blocks- FCCERS Sets of 2 different types for each age group (12 months- 7 years). – PowerPoint PPT presentation

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Title: Preparing for the ITERS-R, ECERS-R and FCCERS-R Assessments


1
Preparing for the ITERS-R, ECERS-R and FCCERS-R
Assessments
  • Kim Vanover

2
PHILOSOPHY OF EARLY LEARNING
  • Children need
  • To learn on their own and from peers and adults.
  • Both orderly structure and unplanned, spontaneous
    events.
  • Freedom to make choices and boundaries within
    which they can make choices.
  • To belong to a greater community and to be
    treated as a unique individual.
  • A comfortable and positive sense of personal
    identity and a respect for people who are
    different.
  • Independent play and teacher planned activities.

3
PHILOSOPHY OF EARLY LEARNING
  • Exceptional children need
  • Everything typically developing children need
    plus
  • Individualized treatment and immersion into the
    full classroom experience.
  • Respect for their own unique abilities and
    exposure to a children with a wide variety of
    skills.

4
Interview Questions
  • Provisions for children with disabilities
  • Could you describe how you try to meet the needs
    of the children with disabilities in your group?
  • Do you have any information from assessments on
    the children? How is it used?
  • Do you need to do anything special to meet the
    needs of the children? Please describe what you
    do.
  • Are you and the childrens parents involved in
    helping to decide how to meet the childrens
    needs? Please describe.
  • How are intervention services such as therapy
    handled?
  • Are you involved in the childrens assessments or
    in the development of intervention plans? What
    is your role?

5
Elements present in creating effective learning
environments
  • Themes An effective teaching tool is the use of
    themes, which serve to guide the teaching,
    activities, classroom organization and
    decoration, conversation and play during the year.

6
Elements present in creating effective learning
environments
  • Classroom centers Having a number of learning
    centers serves to provide variety in stimulating
    learning experiences, meet the individual needs
    of children, simultaneously bring structure and
    opportunities for change within the school day.

7
Elements present in creating effective learning
environments
  • Outdoor environments Outdoor play time should
    be an extension on the learning opportunities
    provided within the classroom, even as children
    receive the physical and social benefits of
    exercise and movement.

8
Implementing Themes
  • Apparent to an outsider
  • Reflected in at least 3 books
  • Found throughout the classroom/space

9
POSITIVE DISCIPLINE AS A STRATEGY FOR LEARNING
  • Catching children being goodChildren are
    anxious to gain our approval and attention.
    Therefore, affirming desirable behaviors is
    likely to encourage the child to repeat such
    behaviors. Example Thank you for sharing your
    toy, Susie! What a wonderful thing to do! or
    Johnny, I really loved the polite words you used
    when you asked for some more juice!

10
POSITIVE DISCIPLINE AS A STRATEGY FOR LEARNING
  • ModelingChildren watch adults closely! Most of
    us have had that uncanny (or sometimes
    uncomfortable) feeling of hearing our words or
    seeing our actions reproduced in miniature by the
    children in our care. Therefore, one of your
    best teaching strategies is simply modeling the
    words, actions, and behaviors you hope to see in
    your children.

11
POSITIVE DISCIPLINE AS A STRATEGY FOR LEARNING
  • Personal experienceProviding opportunities for
    children to experience solving a problem,
    creating something, or trying a new skillswith
    much positive feedback for each element of
    successis another primary teaching strategy. In
    fact, all of us learn best through our own
    experiences.

12
POSITIVE DISCIPLINE AS A STRATEGY FOR LEARNING
  • Successive approximationWhile this term may not
    be familiar, this fact of learning will be very
    familiar to us all. We all learn things in small
    increments. For example, first we learned to
    crawl, then pull up, then stand alone, then take
    a step, then run, skip, and jump. Likewise, a
    child first enjoys cuddling with someone while
    looking at colorful pictures in a book then
    begins to associate the pictures with the story
    then begins to realize that the print is
    conveying the story then begins to express
    curiosity about letters, etc. When we applaud a
    small step toward success, this encourages a
    child to take the next step required. Dont wait
    until the whole process is complete to cheer a
    child on!

13
POSITIVE DISCIPLINE AS A STRATEGY FOR LEARNING
  • Gentle guidanceAs a child moves through such
    sequences, gentle questions or suggestions are a
    positive strategy for assisting the child in
    moving to the next level of success.

14
POSITIVE DISCIPLINE AS A STRATEGY FOR LEARNING
  • RedirectionWhen a child is experiencing
    frustration with a task or another person, one of
    the most helpful strategies may be to redirect
    the child to another task or another area of the
    room, defusing the frustration and anger.

15
Interview Questions
  • Discipline
  • Do you ever find it necessary to use strict
    discipline? Please describe the methods you use.
  • Do you use activities with the children that
    encourage them to get along well with each other?
  • What do you do if you have a child with a very
    difficult behavior problem?

16
Helping children understand language
17
This item looks at the language staff use with
children throughout the day during routines and
play.
18
Consider how much talking to children is done by
staff . . . 
19
Consider that way that staff talk to children . .

20
Also consider classroom noise ( e.g., loud music,
constant crying, lack of sound-absorbing
materials)- does it interfere with the childrens
ability to hear language?
21
Consider what kind of talking is done with
children . . .
22
Listen to find out how staff help children enjoy
language . . .
23
Indoor Space
  • Space is in good repair
  • Accessible to people with disabilities
  • Ample indoor space
  • Controlled ventilation
  • Natural lighting that can be controlled
  • Supervision

24
Indoor Space
  • Indoor space
  • Can the ventilation in your room be controlled?
    If yes, ask How is this done?

25
Furniture
  • Enough furniture (cubbies)
  • Seats are comfortable and supportive
  • Child-sized tables and chairs for toddlers
  • Furniture promotes self-help
  • Convenient, organized storage for extra toys and
    supplies
  • Comfortable adult seating

26
Furnishings
  • Furniture for routine care and play
  • Do you use any other toys or materials in
    addition to what I observed? If yes, ask Where
    are they stored? Could you please show me?
  • If cots or mats are not visible during the
    observation, ask Where are the childrens cots
    or mats stored?

27
DECORATING TO SET THE CLASSROOM MOOD
  • Display
  • Use all areas in and around your room walls,
    doors, changing areas, bathrooms, windows,
    bulletin boards in the class and hallway.
  • Change your displays to match your classroom
    themes (at least montly). Visitors should be
    able to guess your theme by looking around your
    room.
  • Photographs and artwork should be at childrens
    eye level- some within easy reach.
  • Many colorful, simple pictures and/or photographs
    must be displayed throughout the room- art work
    done by toddlers must be displayed.
  • 75 of display must be protected

28
DECORATING TO SET THE CLASSROOM MOOD
  • Displays should show people from many cultures,
    races, age groups, abilities and non gender
    stereotyping roles.
  • Display pictures of the children in your
    classroom and their families.
  • Have a parent information board that includes
    health information, lesson plans, classroom
    schedule, menus, and upcoming events.
  • A hanging display must be available for all
    children to look at. ITERS-R
  • Talk to the children about displayed material
    must be observed

29
DECORATING TO SET THE CLASSROOM MOOD
  • For infants only
  • Cribs should be labeled with each childs name
    and birth date.
  • Decorate the crib ends and/or nearby wall with
    family pictures and/or objects from home,
    whenever possible.
  • Post decorative and fun biographical facts on
    cribs to help staff learn about the children and
    their likes and dislikes. (best practice)

30
Display
  • Display for children
  • Do you add to or change what is displayed in your
    room, such as the pictures on the wall? If yes,
    ask about how often?

31
Setting the mood
  • Sounds and Music
  • The teachers vocal tone, classroom volume, and
    background music set the mood of the room.
  • Remember, children learn what they live, so, if
    the teacher shouts or uses a loud voice, the
    children will also shout and speak loudly. If
    the teacher speaks softly, gently, and kindly,
    the children are likely to follow that example!
  • It is important to have excitement in classrooms,
    but constant, loud voices do not help learning.

32
Personal Care Routines
  • I will not obsess about sanitation

33
7. Meals/snacks
34
 
Are feeding practices appropriate?
  • Infants put to bed with bottles
  • Bottles propped for feeding
  • Children eat while walking, playing
  • Children forced to eat

35
  • Meals and Snacks
  • Water offered between meals
  • Do they meet USDA guideline requirements?
  • Are the foods served age-appropriate?
  • Are accommodations made for childrens
    allergies/dietary restrictions?
  • Allergies posted and appropriate substitutions
    made

36
  • Maintaining basic sanitary procedures
  • Proper handwashing for adults and children
  • Properly sanitized eating surfaces
  • Food served under sanitary and safe conditions

37
Meals/snacks
  • Meals/snacks
  • What do you do if parents provide insufficient
    food for their children or if the food they
    provide does not meet childrens needs?
  • What do you do if children have food allergies?
  • Do you have a chance to talk with parents about
    their childs nutrition? If yes, ask What sort
    of issues do you discuss?
  • Schedule
  • What do you do if a toddler seems tired before
    naptime or hungry before mealtime? Is
    flexibility possible in nap or meal times? If
    yes, ask how would that be handled?

38
8. Nap
39
Several issues to consider - Schedule -
Sanitation issues - Provisions (cribs, cots,
mats) - Supervision
40
Schedule - when children are actually provided
with nap time   Inappropriate nap usually does
not meet the needs of the children in the group
too late    too early   
too long    too short    not dependable
41
Sanitary issues  Unsanitary unclean so spread
of disease (skin, respiratory) from child to
child is not minimized Sanitary provisions
for nap    nap area is uncrowded
clean, individual bedding- not shared
   childrens bedding stored to avoid
contamination    mats and cots easily
washed and sanitized
42
Provisions for Nap
  • Cots, mats, or cribs used
  • Space used for napping and not for play
  • Safety concerns

43
  • Nap is personalized
  • Crib/cot in same place each day
  • Familiar routines used
  • Special blanket or soft toy for toddlers

44
Supervision during nap
  • Sleeping children need to be within sight and
    sound of staff
  • Sufficient supervision means that there are
    enough staff in the room to handled emergencies
    and childrens needs
  • Insufficient supervision means that napping
    children are not within hearing and easy sight of
    staff or staff are present but not actively
    supervising

45
Nap/rest
  • Nap
  • If nap is not observed, ask Since I was not
    here to see naptime, how is nap handled? More
    specific questions can then be asked
  • Where do the children sleep? How are the
    cots/mats arranged?
  • Who supervises naptime? How is supervision
    handled?
  • What do you do if a child is tired before
    naptime?
  • What do you do if a child wakes up very early
    from nap?

46
9. Diapering / Toileting
47
What is the diapering procedure?
48
Diapering/Toileting
  • Check every 2 hours
  • Meets individual needs

49
10. Health practices
50
Minimizing the spread of germs   Ø  Proper
handwashing procedures are followed when
needed.   Ø  Special attention given to the
possibility of contamination from blood
borne pathogens, such as the hepatitis B
virus, HIV, or hepatitis C.  
51
 Staff are good models of health
practices Staff show children that they care
for their own health Ø  Maintaining personal
hygiene, washing, brushing teeth, clean
clothingØ  Eating and drinking healthy in front
of childrenØ  Getting exercise and
restØ  Making sure things are kept
cleanØ  Dressing appropriately
52
Health Practices
  • Health practices
  • Is smoking allowed in the child care areas,
    either indoors or outdoors?
  • Are extra clothes available for the children, in
    case they are needed?
  • Do you make any health-related information
    available to the parents? If yes, ask Can you
    give me some examples?

53
Greeting/departing
  • Greeting/departing
  • If neither greeting nor departing are observed,
    ask Can you describe what happens when children
    arrive and leave? Follow up with more specific
    questions if needed, such as
  • Do parents usually bring the children into the
    room?
  • What is done to prepare for childrens leaving?
  • If a child has difficulty letting his or her
    parent leave or has difficulty leaving the center
    at the end of the day, how is this handled?
  • Do parents ever spend time in the classroom at
    drop-off and pick-up times?
  • Is it possible for staff to talk to parents at
    pick-up times? If yes, ask what sort of things
    are discussed?
  • Is a written record of each infants day given to
    parents? If yes, ask May I see an example?

54
Safety Practices
  • Safety practices
  • Do you ever transport children? How is this
    handled to ensure their safety?
  • What provisions do you have for handling
    emergencies?
  • Specific follow-up questions may be needed, such
    as
  • How would you handle an emergency?
  • Do you have anyone on staff that is trained in
    infant/toddler first aid including management of
    a blocked airway (choke-saving) and rescue
    breathing?
  • Is there a first aid kit available for you to
    use? Can you please show it to me?
  • Is there a telephone you would use to call for
    help in an emergency?

55
Setting the mood
  • Use music to help set a mood soft music for
    naptime upbeat music for free play, dancing, and
    outside fun marching rhythms or songs for
    transitioning to the next activity.
  • Play music that represents different cultures,
    but make selections that are developmentally and
    culturally appropriate for children. Our culture
    has lots of music that is inappropriate for
    children, including scary, violent, explicit or
    controversial contentthese should be avoided.

56
Using Learning Centers
  • Important notes about centers
  • Here are a few tips to remember when deciding how
    to improve your classroom with centers
  • Have a minimum of 5 centers in each room for
    Toddlers and Twos.
  • Separate centers are not necessary in Infant
    classrooms, with the exception of a cozy, it is
    important to have materials out and available to
    the children representing all interest areas.
  • Quiet centers must be separated clearly from the
    noisy centers.
  • Children should be able to freely choose which
    centers or activities they wish to use for much
    of the day (any time that children are awake and
    able to play) Iters, Fccers
  • Substantial portion of the day- 1/3 of the day,
    ECERS

57
Using Learning Centers
  • It is important that you move around the room and
    interact with the children while they are
    involved in free playtime.
  • Encourage children to play in small groups and
    different centers. This reduces the chance of
    children competing for the same toys or for your
    attention.
  • Try not to interrupt play that is going well.
  • Talk, talk, talk, read, read, read and sing,
    sing, sing with your children all day long.
  • Use all centers to support your curriculum lesson
    plans, and classroom themes.

58
Types of Centers
  • Quiet Centers
  • Cozy
  • Reading
  • Writing

59
Types of Centers
  • Noisy Centers
  • Dramatic Play
  • Blocks
  • Music
  • TV/Video/Computer

60
Types of Centers
  • Buffer Centers
  • Sand and Water
  • Computers (with headphones)
  • Science and Nature
  • Math and Numbers
  • Fine Motor
  • Listening (with headphones)
  • Art

61
Materials for Learning Opportunities    
opportunities for children to choose what they
will work on, from a developmental point of
view    Accommodates to individual learning
styles    Broadens the range of information
children can take in  
62
Materials that are appropriate     Vary by
childrens ages and interests    Provide
challenge but minimize frustration    Are
generally open-ended rather than closed
63
Fine motor
  • Arrangement and use
  • Floor space is preferred play space for children
    under 2 ½ years.
  • Provide materials with differing levels of
    difficulty.
  • Center should be accessible for much of the day.
    ITERS, FCCERS
  • Substantial portion of the day- ECERS

64
Fine motor ITERS
  • Materials
  • Toys that involving grasping, texture, and
    cause/effect.
  • Additional toys rotated to provide variation,
    encourage exploration and relate to classroom
    themes.
  • Sufficient toys to reduce the chance for
    conflict. 10 toys for a group of 5 infants- 15
    toys for a group of 4 toddlers and 1 additional
    per child if over 5 in the group
  • Infants nesting cups, busy boxes, rattles,
    cradle gyms, containers to fill and dump.
  • Toddlers
  • Pop beads
  • Shape sorters
  • Large stringing beads
  • Puzzles
  • Stacking rings
  • Crayons

65
Fine motor ECERS
  • Materials
  • Additional toys rotated to provide variation,
    encourage exploration and relate to classroom
    themes.
  • Sufficient toys to reduce the chance for
    conflict.
  • Preschoolers (3 of each type must be accessible
    for a substantial part of the day)
  • Small building toys Lincoln logs, interlocking
    toys
  • Art materials crayons, scissors
  • Manipulatives string beads, peg boards, sewing
    cards
  • Puzzles

66
Fine motor FCCERS
  • Materials
  • Additional toys rotated to provide variation,
    encourage exploration and relate to classroom
    themes.
  • Sufficient toys to reduce the chance for
    conflict.
  • Infants/Toddlers- 10 different appropriate
    materials
  • Preschoolers (3 of each type must be accessible
    for much of the day)
  • Small building toys Lincoln logs, interlocking
    toys
  • Art materials crayons, scissors
  • Manipulatives string beads, peg boards, sewing
    cards
  • Puzzles

67
Fine motor
  • Interaction
  • Talk about sorting, size comparison, opposites,
    cause and effect, names of shapes, and concepts.
    Ask simple questions.
  • - Provider interacts with children in relation to
    their play- 2 observations FCCERS
  • Promote language for reasoning as you talk
    about sorting, size comparison, opposites, cause
    and effect, names of shapes, and concepts.- E

68
Fine motor
  • Curriculum focus areas
  • Physical development
  • Cognitive development
  • Fine motor
  • When are the manipulatives and other fine motor
    materials accessible for children to use?
  • Do you have any additional fine motor materials
    that you use with the children? If yes, ask
    Could you please show these to me?

69
Math ECERS/FCCERS
  • Arrangement and use
  • Organized space
  • Supplies which can be organized according to type
  • Must have at least one teacher-directed activity
    every two weeks
  • Accessible for a substantial portion of the
    day-ECERS

70
Math
  • Materials to experience
  • Counting
  • Measuring
  • Comparing quantities
  • Recognizing shapes
  • Written number
  • 3-5 of each type for a substantial portion of the
    day- ECERS
  • 5 different materials for each age group- FCCERS
    (2 shape, 2 number)

71
Math
  • Concepts are. Same-different
    Matching Classifying
    Sequencing Cause and effect
    Spatial relationships
    One-to-one correspondence
  •  Math activities encourage the development of
    concepts

72
Math
  • Interaction
  • Promote language for reasoning as you talk
    about sorting, sizes, opposites, cause and
    effect. Discuss why you sort things in one way
    or another, why one cup holds more than
    another comparisons in quantity such as tall and
    thin, short and fat, etc.
  • Place pictures of numbers next to an array of
    items that equals that number ( for example, the
    number 4 and 4 blocks) and compare this with
    another number (the number 10 and 10 blocks.)
  • Sing number songs, such as Ten Little Indians
    or Five Little Chickadees.
  • Count with children through everyday activities
    such as setting the table count plates, cups,
    spoons, napkins.
  • 1 example during Free play and 1 during routines-
    FCCERS

73
Interview Questions
  • Math/number
  • Could you give me some examples of math
    activities you do with the children in addition
    to what Ive seen?
  • Are there any other math materials used with the
    children? How is this handled?

74
TV/Video/Computers
  • Use of TV, video, and/or computers
  • Are TV, videos, or computers used with the
    children? How are they used?
  • How do you choose the TV, video, or computer
    materials to use with the children?
  • Are other activities available to children while
    TV or videos are used?
  • How often are TV, video, or computers used with
    the children? For what length of time are these
    available?
  • Do any of the materials encourage active
    involvement by the children? Please give some
    examples.
  • Do you use TV, video, or the computer related to
    topics of themes in the classroom? Please explain.

75
Science and Nature
  • Arrangement and Use
  • Organized space
  • Works well in combination with or close to Sand
    and Water Center
  • Must have at least one teacher-directed activity
    every two weeks- ECERS/FCCERS
  • Space for at least 3 children
  • Accessible for a substantial part of the day

76
Science and Nature
  • Materials
  • Collections of natural objects (leaves, rocks,
    bugs, feathers, shells, etc.)
  • Living things (fish, plants, etc.)
  • Books, games, puzzles and toys relating to
    science and nature
  • Activities (magnets, magnifying glasses, scales,
    cooking implements, measuring equipment)
  • Additional materials, with rotation to provide
    variation, encourage exploration, and relate to
    classroom themes.
  • This center must include 3 to 5 of each type.-
    ECERS
  • 9 examples with 3 of 4 categories for
    preschoolers/schoolagers- FCCERS
  • Outdoor experience with nature 3 time a week
    ECERS 2 times FCCERS/ITERS- indoor daily all
    scales.

77
Science and Nature
  • Inappropriate materials
  • Turtles
  • Lizards
  • Birds
  • Poisonous plants

78
Science and Nature
  • Interaction
  • Talk with children about everyday occurrences in
    nature, such as the weather and seasons.
  • Encourage language for reasoning, as you talk
    about sorting, size comparison, opposites, cause
    and effect, and other concepts. Discuss why
    you might sort things in one way or another, what
    makes an object is heavier or lighter than
    another, why a certain cause creates a certain
    effect. Ask what if questions (What would
    happen if we did so and so? What would happen if
    a bird was heavy like this rock? What happens if
    a sea creature outgrows its shell?)
  • Encourage open discussion with your children.
    Welcome childrens imaginative comments and
    questions!

79
Interview Questions
  • Nature/science
  • Do children bring in nature or science things to
    share? How do you handle this?
  • Can you give me some examples of nature/science
    activities you do with the children in addition
    to what Ive seen? About how often are these
    activities done?
  • Do you use nature/science books or AV materials
    with the children? Please describe.

80
Science and Nature ITERS
  • Related experiences
  • -Must have at least one outdoor experience with
    nature at least 2 times a week. (must include
    living plants or animals)
  • Indoor experience with nature daily.
  • (blowing bubbles is a great science experience
    for all ages

81
Science and Nature
  • Materials
  • At least 2 nature/science pictures, books, or
    toys that represent nature realistically.
  • Living things indoors (fish, plants, etc.)
  • Additional materials, with rotation to provide
    variation, encourage exploration, and relate to
    classroom themes.
  • Must be accessible for one hour daily.

82
Science and Nature
  • Nature/science
  • How often are children taken outdoors? Could you
    describe any experiences they have with nature
    when they are outdoors?

83
Dramatic Play/ITERS
  • Arrangement and use
  • Organized space
  • Sufficient supplies to prevent conflict
  • Accessible daily for much of the day

84
Dramatic Play-ITERS
  • Materials
  • Infants
  • Dolls
  • Soft animals
  • Pots and pans
  • Toy telephones
  • Additional props, rotated to provide variation,
    encourage exploration, and relate to classroom
    themes
  • 3-5 of each example
  • 2 or more dolls and soft animals observed
    accessible

85
Dramatic Play
  • Toddlers
  • Child sized play furniture
  • Play building with props (barn, doll house, fire
    station)
  • Baby doll furniture (high chair, bed, stroller)
  • Props with a variety of themes housekeeping,
    occupations, fantasy and leisure
  • Dress-up clothes 2 to 3 examples of clothing
    for both genders
  • Food items, dishes, pots, pans
  • Props that represent diversity dolls (3 races),
    food and clothing that represent different races
    and cultures (2 additional examples).
  • Telephones
  • Soft animals
  • Additional props and clothes, rotated to provide
    variation, encourage exploration, and relate to
    classroom themes

86
Dramatic Play
  • Interaction
  • Engage children in creating interactive stories
    or puppet plays.
  • Encourage children to take pretend trips.
  • Engage with the children in pretend play. must
    be observed once during the observation
  • Encourage small groups of children to play
    together in this area.
  • Avoid excessive teacher direction.
  • Avoid forcing gender-appropriate choices (girls
    may choose to be a fireman boys may want to
    dress up.)

87
Dramatic Play
  • Promoting acceptance of diversity
  • Are there any activities used to help children
    become aware of diversity? If yes, ask Can you
    give some examples?

88
Dramatic Play- ECERS
  • Arrangement and use
  • Organized space
  • Sufficient supplies to prevent conflict

89
Dramatic Play
  • Materials
  • Child sized play furniture
  • Play building with props (barn, doll house, fire
    station)
  • Baby doll furniture (high chair, bed, stroller)
  • Props with a variety of themes housekeeping,
    occupations, fantasy and leisure
  • Dress-up clothes 2 to 3 examples of clothing
    for both genders
  • Food items, dishes, pots, pans
  • Props that represent diversity dolls, food and
    clothing that represent different races and
    cultures
  • Telephones
  • Puppets and stage
  • Masks and hats
  • Additional props and clothes, rotated to provide
    variation, encourage exploration, and relate to
    classroom themes

90
Dramatic Play- FCCERS
  • Many and varied for each age group.- two themes
    are required for preschoolers and older
  • Child-sized play furniture for toddlers and
    preschoolers
  • Materials to represent diversity- 2 examples
  • Provider facilitates dramatic play- observed

91
Dramatic Play
  • Interaction
  • Engage children in creating interactive stories
    or puppet plays.
  • Encourage children to take pretend trips.
  • Engage with the children in pretend play.
  • Encourage small groups of children to play
    together in this area.
  • Avoid excessive teacher direction.
  • Avoid forcing gender-appropriate choices (girls
    may choose to be a fireman boys may want to
    dress up.

92
Interview Questions
  • Dramatic play
  • Are there any other dramatic play props children
    can use? Please describe them.
  • Are props for dramatic play ever used outside or
    in a larger indoor space?
  • Is there anything you do to extend childrens
    dramatic play?

93
Art- ITERS
  • Arrangement and use
  • Does not have to be in an organized area
  • Accessible daily for children 12 months and older.

94
Art
  • Materials
  • Crayons
  • Non-toxic markers with washable ink
  • Brushes and paint
  • Finger paints
  • Play dough
  • Paper
  • Additional materials that relate to the classroom
    themes and that reflect the developmental
    readiness of children
  • Sufficient supplies to reduce the chance of
    conflict
  • children must have access to 3 different
    materials on a weekly basis

95
Art
  • Inappropriate materials
  • Edible materials
  • Shaving cream
  • Glitter
  • Small objects such as beads
  • Styrofoam peanuts

96
Art
  • Interaction
  • Encourage individual expression.
  • Do not require children to participate. A
    minimum of 2 additional activities must be
    available.
  • Do not create teacher-directed work.
  • Talk to children about their art work, using
    open-ended comments, such as
  • Tell me about your picture, Sam.
  • I see red and blue in your picture.
  • Id like to hear more about what is happening in
    your picture.
  • Encourage children to create art work that
    relates to classroom themes.

97
Art
  • Art
  • Are art materials used with the children? If
    yes, ask What materials are used? Can I see
    these art supplies? Are edible materials ever
    used for art?
  • How often are art materials used with the
    children?
  • How do you choose what art materials to offer
    the children?

98
Art- ECERS
  • Arrangement and use for children 2 ½ and older
  • Accessible to a sink (that is, a sink is in the
    same room)
  • Organized art area
  • Space for at least 3 children
  • Accessible for a substantial part of the day

99
Art
  • Materials for children 21/2 and older
  • Drawing paper crayons non-toxic, washable
    markers pencils chalk
  • Painting brushes, paint, finger paints, paper
  • 3-Dimensional play, clay, wood
  • Collage fuzzy balls, buttons, shredded paper,
    items from nature
  • Tools scissors with rounded ends, tape, hole
    punch
  • Additional materials relating to classroom themes
  • Sufficient supplies to reduce the chance of
    conflict.
  • Of these five material categories, four must be
    accessible for a substantial portion of the day,
    and drawing must be one of the four.

100
Art
  • Inappropriate materials
  • Edible materials
  • Shaving cream
  • Glitter
  • Small objects such as beads
  • Styrofoam peanuts

101
Art
  • Interaction
  • Encourage individual expression.
  • Do not require children to participate.
  • Do not create teacher-directed work.
  • Talk to children about their art work, using
    open-ended comments, such as
  • Tell me about your picture, Sam.
  • I see red and blue in your picture.
  • Tell me about your feelings as your drew the
    picture.
  • Id like to hear more about what is happening in
    your picture.
  • Encourage children to create art work that
    relates to classroom themes.

102
Art- FCCERS
  • Individual expression encouraged
  • 3 different drawing materials used with Toddlers
    weekly
  • 3 materials from 4 of the types accessible daily
    for preschoolers and older
  • 3D materials used monthly for preschoolers and
    older

103
Interview Questions
  • Art
  • Are three-dimensional art materials such as clay
    or wood for gluing, ever used? If so, how often?
  • How do you choose what art activities to offer
    the children?
  • Do you offer art activities that children can
    work on over several days? Please describe some
    examples.

104
Music
  • Arrangement and use
  • Accessible daily for much of the day.
    ITERS/FCCERS
  • One hour daily- ECERS
  • At least 2 music toys rotated monthy.
  • Must be used with a purpose

105
Music
  • Materials
  • 10 musical toys, no less than 1 per child based
    on maximum attendance permitted. ITERS
  • 10 musical toys, 3 per age group- FCCERS
  • Enough for ½ children in the group- music to play
    independently 4yr and older- ECERS
  • Music representing diverse cultures and different
    languages at least 3 different types of music
    used regularly involving a variety of
    instruments and including a variety of musical
    styles, rhythms, and volumes

106
Music
  • Interaction
  • Sing informally to the children must be observed
    at least once ITERS, FCCERS
  • Encourage creativitylet them go!
  • Encourage children to dance, clap or sing along.
    must be observed- ITERS

107
Music
  • Music and movement
  • Do you use any music with the children? If yes,
    ask how is this handled? How often is this
    done?
  • Do you have any other musical toys or
    instruments that the children can use? Could you
    please show me?
  • What types of music are used with the children?
    Can you give me some examples?

108
Books- ITERS
  • Arrangement and use
  • Book area set up for independent use
  • Soft seating
  • Accessible daily for much of the day
  • Added or changed monthly

109
Books
  • Materials
  • Books must be in good repair no more than 3 in
    poor repair (FCCERS also)
  • A wide selection of books varying races, ages,
    abilities, animals, familiar objects and familiar
    routines. (FCCERS also)
  • At least 12 appropriate infant/toddler books- but
    no less than 2 for each child in group.

110
Books
  • Inappropriate materials
  • Any books with violent or frightening content.
  • Books that are not age-appropriate.

111
Books
  • Interaction
  • All book times must be warm and interactive.
  • Encourage independent and small group reading.
  • Read a book with one or two children. must be
    observed
  • Listen to a child read a book to you.
  • Talk about characters and places in the books.
  • Ask children questions about pictures in the
    books.
  • Talk to children about objects in the books.
  • Help children relate stories to current classroom
    themes.
  • Participation encouraged only while children are
    interested- children not forced to participate.
  • Use books with children periodically throughout
    the day.must be observed

112
Books
  • Using books
  • Do you add to or change the books that are put
    out for the children to use? If yes, ask How
    often do you do this? What kinds of books are
    added?

113
Books- ECERS
  • Arrangement and use
  • Organized center devoted to reading
  • Soft seating
  • Accessible for a substantial part of the day

114
Books
  • Materials
  • Receptive language materials, such as posters and
    flannel board stories
  • A variety of books fantasy and factual people,
    animals and science diversity requirements
  • How many? 2 per child- in each age group- FCCERS

115
Books
  • Inappropriate materials
  • Any books with violent or frightening content.
  • Books that are not age-appropriate.

116
Books
  • Interaction
  • Encourage independent and small group reading.
  • Read a book with one or two children.
  • Listen to a child read a book to you.
  • Talk about characters and places in the books.
  • Ask children questions about pictures in the
    books.
  • Talk to children about objects in the books.
  • Help children relate stories to current classroom
    themes.
  • Read around the room! Posters, labels, displays,
    magazines, and childrens work are all great
    reading opportunities.

117
Interview Question
  • Books and pictures
  • Are there any other books used with the children?
    How is this handled?
  • How do you choose books?

118
Cozy- ITERS/FCCERS
  • Arrangement and use
  • Quiet space, out of traffic or walkways
  • Space protected from active play
  • Substantial amount of softness.
  • Accessible daily for much of the day

119
Cozy
  • Possible Materials
  • Bean bags or other soft structures
  • Washable pillows
  • Books
  • Stuffed animals
  • Puppets
  • Felt board
  • Soft toys must be available in classroom at
    least 10- 2 per child if more than 5 children in
    group.

120
Cozy
  • Interaction
  • Encourage calm, quiet discussion between peers
    and teachers.
  • Take advantage of one-on-one reading
    opportunities or quiet play in this space.must
    be observed
  • Use this space when a child wants or needs some
    alone time.

121
Cozy- ECERS
  • Arrangement and use
  • Quiet space, away from the traffic of your room
  • Space protected from active play
  • Very soft seating and toys
  • Good Space for 1 to 2 children

122
Cozy
  • Materials
  • Bean bags or other soft structures
  • Washable pillows
  • Books
  • Stuffed animals
  • Puppets
  • Felt board

123
Cozy
  • Interaction
  • Encourage calm, quiet discussion between peers
    and teachers.
  • Take advantage of one-on-one reading
    opportunities in this space.
  • Use this space when a child wants or needs some
    alone time.

124
Sand and Water
  • Arrangement and use
  • Organized space
  • Variety of toys
  • Sand or Water accessible daily for at least one
    hour for children 18 months and older- All Scales
  • Provisions for sand water both indoors and out-
    ECERS
  • Different activities done

125
Sand and Water
  • Materials
  • Sand/water table
  • Tubs
  • Boxes
  • Buckets
  • Sand and water toys scoops, funnels, trucks and
    cars, people, animals
  • Additional materials relating to classroom
    themes.
  • Anything that can be poured can be substituted
    for sand or water.

126
Sand and Water
  • Interaction
  • Close supervision!
  • Discuss textures and concepts, such as wet or
    dry, empty or full, hot or cold, soft or rough,
    lumpy or smooth.
  • Encourage pretend play
  • Encourage working together

127
Sand and Water
  • Sand and water play
  • Do the children use sand or water? If yes ask
  • How often is this done?
  • Are any toys used for the sand and water play?
    Could you please describe them or show me?
  • Are there any other activities or materials used
    with sand or water in addition to what I saw
    today? Could you tell me about them?

128
Blocks- ITERS
  • Arrangements and use
  • Required for children 12 months and older
  • Uninterrupted space away from traffic
  • Space must be large enough that children are not
    crowded
  • Blocks organized and labeled by type, size and
    shapes
  • Accessible for much of the day

129
Blocks
  • Materials
  • Must have at least three types of blocks- 10 of
    each type.
  • Blocks must be stackable (Toys that fit together
    or are 2 inches or smaller in diameter are not
    considered blocks)
  • Accessories transportation toys, people,
    animals. must have at least 5 toys from each
    category

130
Blocks- FCCERS
  • Sets of 2 different types for each age group (12
    months- 7 years).
  • Variety of accessories- transportation, people,
    animals

131
Blocks
  • Interaction
  • Promote language for reasoning as you talk
    about sorting, size comparison, and cause and
    effect.
  • Do simple block play with children. must be
    observed
  • Talk with the children about what they are
    building, what it would be used for, etc.
  • With children who seem hesitant to begin, provide
    a demonstration of a sample activity then back
    off and let the children take it from there.

132
Blocks
  • Curriculum focus area
  • Creative expression
  • Physical development
  • Social development

133
Blocks- ECERS
  • Arrangements and use
  • Uninterrupted space away from traffic
  • Blocks organized and labeled by type, size and
    shapes
  • Space for 2 to 3 children
  • Accessible for a substantial part of the day

134
Blocks
  • Materials
  • Must have at least two types of blocks
  • Children age 2 ½ and older must have enough
    space, blocks and accessories for three children
    to build waist high structures.
  • Blocks must be stackable (Toys that fit together
    or are smaller than 2 inches in diameter are not
    considered blockssee find motor center.)
  • Accessories people, animals, vehicles, signs,
    maps

135
Blocks
  • Interaction
  • Promote language for reasoning as you talk
    about sorting, size comparison, and cause and
    effect. Discuss why the structure fell when
    the biggest block was placed on top of the
    smaller ones, etc.
  • Talk with the children about what they are
    building, what it would be used for, etc.
  • With children who seem hesitant to begin, provide
    a demonstration of a sample activity then back
    off and let the children take it from there.

136
Interview Questions
  • Blocks
  • How often is block play available? About how
    long are the blocks available for play?
  • Do the children play with blocks outdoors?

137
Active Physical Play
  • Arrangement and use
  • Open space indoors for much of the day
  • Outdoor area where infants/toddlers are separated
    from older children.
  • Two types of surfacing
  • Some protection from elements
  • One hour of outdoor time each day, weather
    permitting (all ages free of restraint)

138
Active Physical Play
  • Materials- 7-9 skills encouraged
  • Infants
  • Outdoor pad or blanket
  • Crib gym
  • Push toys
  • Sturdy things to pull up on
  • Ramps for crawling

139
Active Physical Play
  • Materials- 7-9 skills encouraged
  • Large push-pull wheel toys
  • Riding Toys with/without pedals
  • Balls/bean bags
  • Age-appropriate climbing equipment
  • Slide/ Stationary equipment
  • Balance board
  • Tumbling mats
  • Tunnels
  • Large cardboard boxes
  • Hoops

140
Active Physical Play
  • Interactions
  • Close supervision!
  • Talk about what the children see, hear, small and
    feel outside.
  • Play age-appropriate games with the children.
  • Sing songs, dance and laugh with the children
    outside.

141
Active Physical Play
  • Active physical play
  • Are any areas used by this group for active
    physical play, including space indoors and
    outdoors? If yes, and not observed, ask Could
    you please show me these areas? How often are
    they used, and for about how long?
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