When economist James Heckman was studying the effects of job training programs on unskilled young workers, he found a mystery.
He was comparing a group of workers that had gone through a job training program with a group that hadn't. And he found that, at best, the training program did nothing to help the workers get better jobs. In some cases, the training program even made the workers worse off.
The problem was that the students in the training program couldn't learn what they were being taught. They lacked an important set of skills which would enable them to learn new things. Heckman, a Nobel-Prize-winning economist, calls these soft skills.
You might not think of soft skills as skills at all. They involve things like being able to pay attention and focus, being curious and open to new experiences, and being able to control your temper and not get frustrated.
All these soft skills are very important in getting a job. And Heckman discovered that you don't get them in high school, or in middle school, or even in elementary school. You get them in preschool.
And that, according to Heckman, makes preschool one of the most effective job-training programs out there.
As evidence, he points to the Perry Preschool Project, an experiment done in the early 1960s in Ypsilanti, Michigan. Researchers took a bunch of 3- and 4-year-old kids from poor families and randomly assigned them to one of two groups. The kids in one group just lived their regular lives. And the kids in the other group went to preschool for two hours a day, five days a week.
After preschool, both groups went into the same regular Ypsilanti public school system and grew up side by side into adulthood.
Yet when researchers followed up with the kids as adults, they found huge differences. At age 27, the boys who had – almost two decades earlier – gone to preschool were now half as likely to be arrested and earned 50 percent more in salary that those who didn't.
And that wasn't all. At 27, girls who went to preschool were 50 percent more likely to have a savings account and 20 percent more likely to have a car. In general, the preschool kids got sick less often, were unemployed less often, and went to jail less often. Since then, many other studies have reported similar findings.
These results made me think: What is going on in preschool?
So I visited the Co-Op School, a preschool in Brooklyn. Eliza Cutler, a teacher there, said the kids do a lot of the same things the Perry Preschool kids did back in the 60s: They play, they paint, they build with blocks, and they nap.
If you didn't know where to look, you wouldn't see the job skills they're learning.
Yet they are learning valuable skills: how to resolve conflicts, how to share, how to negotiate, how to talk things out. These are skills that they need to make it through a day of preschool now. And they are skills they will need to make it through a day of work when they're 30.
If they learn these skills now, they'll have them for the rest of their lives. But research shows that if they don't learn them now, it becomes harder and harder as they get older. By the time the time they're in a job training program in their twenties, it's often too late.
Heckman is an economist so he thinks about this as a cost-benefit analysis. To him, the message is clear: If you want 21 year-olds to have jobs, the best time to train them is in the first few years of life.
For more, see these studies:
A New Cost-Benefit and Rate of Return Analysis for the Perry Preschool Program: A Summary
The Productivity Argument for Investing in Young Children
Analyzing Social Experiments as Implemented: A Reexamination of the Evidence from the HighScope Perry Preschool Program
Broadcast on NPR 8-17-11
A place to share information regarding the "Quality Counts - Broward" program and associated professional development information for early childhood education practitioners.
Thursday, August 18, 2011
Tuesday, August 9, 2011
new MEDIA Limits
ITERS states NO media time for under 24 months. For 2+years and ECERS, time is limited to 30 minutes TOTAL once a week. This includes 15 minutes per day max. for computer use. And NONE during meals.
ITERS Art should NOT smell like FOOD
Materials that emit food related odors are not given credit (CERTAIN BRANDS of markers, playdough, crayons, etc.).
ITERS #16 Active Physical Play
3.1 = NO if a child is restrained in a seat or restrictive device for more than 15 minutes (except WHILE eating).
Crib Spacing
From Updated Notes for Clarification July 2011: To recieve full credit, cribs/cots must be 36" apart even if both have solid ends facing each other. 1.1=YES if more than 50% are less than 36" apart, or ANY are less than 18" apart; 3.2=NO if two are less than 36" apart even with solid ends.
Use of Sanitizers (Hand and Surface)
Updated ERS Notes from July 2011: Handsanitizers are accpetable for use only when there is NO VISIBLE DIRT on hands; It must be used EXACTLY as described on the manufacturer's label; NEVER used on children UNDER 24 months; Do not use Antibacterial soap. Handwashing means 20 seconds of rubbing before rinsing off.
EPA approved sanitizers may be used on eating surfaces EXACTLY as described on the manufacturer's label; EPA approved disinfectant instead of bleach-water may be used on diapering surfaces EXACTLY as described on the manufacturer's label.
Please keep in mind that each of these newly approved items are a lot more expensive than a daily solution of bleach-water and regular liquid soap. And the assessors will have to see the original bottles with labels.
EPA approved sanitizers may be used on eating surfaces EXACTLY as described on the manufacturer's label; EPA approved disinfectant instead of bleach-water may be used on diapering surfaces EXACTLY as described on the manufacturer's label.
Please keep in mind that each of these newly approved items are a lot more expensive than a daily solution of bleach-water and regular liquid soap. And the assessors will have to see the original bottles with labels.
BAEYC Meeting August 11
I know that many Family Central staff are BAEYC members. We would love to get your input during our meetings. We will also have openings on the new Board, with elections this November: Vice President, Secretary, President Elect, and 3 Members At Large. And our committees are always eager for volunteers!
Monday, July 18, 2011
Parent Surveys
From Exchange Everyday
Parent Surveys
Some people come into our lives and quickly leave. Others come into our lives and leave such an impression that they stay with us for all time.Docia Zavitkovsky
The popular Exchange book, Staying on Course: The Early Childhood Board's Guide to Success, notes that parent input is an integral part of a valid internal program assessment and offers a variety of ways to solicit such input...
Online surveys. Many web-based survey tools, such as Survey Monkey, can be used to create user-friendly surveys that include reports on results.
Telephone surveys. It might be beneficial to randomly select parents and interview them around specific events, such as upon initial enrollment.
Climate surveys. At any given time, ask parents to identify an incident that happened in the past six months that made them very happy and an incident that made them unhappy.
Written surveys. A well-written survey can focus on specific areas or provide feedback across a broad range of areas.
Parent Surveys
Some people come into our lives and quickly leave. Others come into our lives and leave such an impression that they stay with us for all time.Docia Zavitkovsky
The popular Exchange book, Staying on Course: The Early Childhood Board's Guide to Success, notes that parent input is an integral part of a valid internal program assessment and offers a variety of ways to solicit such input...
Online surveys. Many web-based survey tools, such as Survey Monkey, can be used to create user-friendly surveys that include reports on results.
Telephone surveys. It might be beneficial to randomly select parents and interview them around specific events, such as upon initial enrollment.
Climate surveys. At any given time, ask parents to identify an incident that happened in the past six months that made them very happy and an incident that made them unhappy.
Written surveys. A well-written survey can focus on specific areas or provide feedback across a broad range of areas.
Friday, June 24, 2011
Sample Professional Development Plans
A Guide to Creating an Individual Professional Development Plan (IPDP)
for early childhood and afterschool professionals
The purpose of an Individual Professional Development Plan (IPDP) is to support thoughtful, personal and professional growth. An IPDP answers the questions:
• What do I already know, what skills do I have, what do I need to know and learn?
• What specifically do I want to learn and develop next?
• How will I do this?
• When will I check in to see if I did what I planned?
In order for an IPDP to be useful it should be current and updated regularly. Be sure to put a date on the IPDP you create, and plan to review and update it at least annually. Remember, it is a plan, so it should always include things you have not yet done. Examples of completed IPDP’s and formats can be found on the Northern Lights Website http://northernlightscdc.org under: PLANNING PROFESSIONAL DEVELOPMENT-IPDP
SELF- REFLECTION: An IPDP shows that the person who wrote it practiced self-reflection, and over time, grew in her or his skills and knowledge. How does your plan show this? Reflection may be seen in personal statements in your plan or in your response to feedback from supervisors, parents, directors, colleagues, trainers, licensers, or mentors.
Four Key Parts of an Individualized Professional Development Plan (IPDP)
1) Self Assessment: What do I already know, what skills do I have, what areas do I want to improve?
Consider the trainings and other education you have completed, and the knowledge and skills you currently have. This assessment process should include a broad range of topic areas needed to work in your field. You can complete this self-assessment by using a comprehensive list of knowledge and skills, such as the competency documents below, or by working with your supervisor, director, mentor, etc. There are a variety of competency documents that describe a broad range of topic areas. These include but are not limited to:
• The Core Competencies areas for early childhood practitioners (can be viewed and downloaded from:http://www.palmbeachstate.edu/Documents/Institute_of_Excellence/FLCoreCompsforECEPractitionersbrochure-FINAL11.16.pdf)
• The list of 8 Child Development Association Credential (CDA) subject areas: (for information go to: http://www.cdacouncil.org/the-cda-credential/about-the-cda/cda-competency-standards
After you complete the self-assessment, you will have a description or list of what you already know and can do, and what you want to learn more about.
FOR EXAMPLE, under CHILD DEVELOPMENT you might write:
I KNOW: differences in development between ages 2- 5, I have a basic knowledge of brain development in the early years; I know about differences in language/hearing development for children with multiple ear infections.
I WANT TO KNOW: what causes differences in behavior in the children in my program, more about temperament and how to better collect information about each child’s development every day.
2) Prioritizing and Goal Setting: What do I want to learn and develop next?
The self-assessment of your knowledge and skills helps you identify specific areas that you would like to target for improvement. You might decide there is a skill that is important to your daily work, or an area of knowledge you want to develop over time. After you review the identified list, choose which ones you want to do first and which ones later. This process of prioritizing will help your plan be manageable and meaningful. Now, choose 2-5 areas you want to develop and clearly describe your goals.
FOR EXAMPLE, you might decide that GOAL #1 is:
Incorporate regular observation and documentation of each child at least weekly.
3) Strategies and Resources: How will I do this?
Once you have your goals and priorities, decide how you will accomplish them. You will need to do some homework so you can be specific about what you will do to achieve your goal. Your strategies should include specific activities to help you accomplish your goals such as: gathering materials, interviewing specific people, visiting specific places to observe, contacting specific organizations and agencies, researching specific trainings to attend, etc. Also add resources such as written materials you will read, websites you will explore, funding needed to attend events etc.
FOR EXAMPLE, under GOAL #1 you might write:
RESOURCES and STRATEGIES: a) contact Sue at XYZ child care to learn how she has set up an observation and documentation system; b) ask if lending library has the book, The Power of Observation- if not check on line for used prices and order; c) look in the training calendar for training on Observations of Children or Temperament
4) Time line: When will I check in to see if I did what I planned?
Now that you have clear goals, prioritized by which are the most important and specifically how you will achieve them, you need to add when you plan to complete each goal. Put a month and year next to each goal and/or strategy indicating when you expect to complete it. Plan to check in to see that you did what you planned, on those dates.
FOR EXAMPLE, under GOAL #1 you might write:
End of March 2010: look in training calendar, check lending library
May 1, 2010: start documenting observations
June 1, 2010: review documentation system and check back with Sue, finish book
Sept. 1, 2010: evaluate observations, what I learned and how I am using them.
Remember, your IPDP should be current and updated regularly. Your IPDP is part of the cycle of professional growth, where you continually review, update and check in on your progress.
for early childhood and afterschool professionals
The purpose of an Individual Professional Development Plan (IPDP) is to support thoughtful, personal and professional growth. An IPDP answers the questions:
• What do I already know, what skills do I have, what do I need to know and learn?
• What specifically do I want to learn and develop next?
• How will I do this?
• When will I check in to see if I did what I planned?
In order for an IPDP to be useful it should be current and updated regularly. Be sure to put a date on the IPDP you create, and plan to review and update it at least annually. Remember, it is a plan, so it should always include things you have not yet done. Examples of completed IPDP’s and formats can be found on the Northern Lights Website http://northernlightscdc.org under: PLANNING PROFESSIONAL DEVELOPMENT-IPDP
SELF- REFLECTION: An IPDP shows that the person who wrote it practiced self-reflection, and over time, grew in her or his skills and knowledge. How does your plan show this? Reflection may be seen in personal statements in your plan or in your response to feedback from supervisors, parents, directors, colleagues, trainers, licensers, or mentors.
Four Key Parts of an Individualized Professional Development Plan (IPDP)
1) Self Assessment: What do I already know, what skills do I have, what areas do I want to improve?
Consider the trainings and other education you have completed, and the knowledge and skills you currently have. This assessment process should include a broad range of topic areas needed to work in your field. You can complete this self-assessment by using a comprehensive list of knowledge and skills, such as the competency documents below, or by working with your supervisor, director, mentor, etc. There are a variety of competency documents that describe a broad range of topic areas. These include but are not limited to:
• The Core Competencies areas for early childhood practitioners (can be viewed and downloaded from:http://www.palmbeachstate.edu/Documents/Institute_of_Excellence/FLCoreCompsforECEPractitionersbrochure-FINAL11.16.pdf)
• The list of 8 Child Development Association Credential (CDA) subject areas: (for information go to: http://www.cdacouncil.org/the-cda-credential/about-the-cda/cda-competency-standards
After you complete the self-assessment, you will have a description or list of what you already know and can do, and what you want to learn more about.
FOR EXAMPLE, under CHILD DEVELOPMENT you might write:
I KNOW: differences in development between ages 2- 5, I have a basic knowledge of brain development in the early years; I know about differences in language/hearing development for children with multiple ear infections.
I WANT TO KNOW: what causes differences in behavior in the children in my program, more about temperament and how to better collect information about each child’s development every day.
2) Prioritizing and Goal Setting: What do I want to learn and develop next?
The self-assessment of your knowledge and skills helps you identify specific areas that you would like to target for improvement. You might decide there is a skill that is important to your daily work, or an area of knowledge you want to develop over time. After you review the identified list, choose which ones you want to do first and which ones later. This process of prioritizing will help your plan be manageable and meaningful. Now, choose 2-5 areas you want to develop and clearly describe your goals.
FOR EXAMPLE, you might decide that GOAL #1 is:
Incorporate regular observation and documentation of each child at least weekly.
3) Strategies and Resources: How will I do this?
Once you have your goals and priorities, decide how you will accomplish them. You will need to do some homework so you can be specific about what you will do to achieve your goal. Your strategies should include specific activities to help you accomplish your goals such as: gathering materials, interviewing specific people, visiting specific places to observe, contacting specific organizations and agencies, researching specific trainings to attend, etc. Also add resources such as written materials you will read, websites you will explore, funding needed to attend events etc.
FOR EXAMPLE, under GOAL #1 you might write:
RESOURCES and STRATEGIES: a) contact Sue at XYZ child care to learn how she has set up an observation and documentation system; b) ask if lending library has the book, The Power of Observation- if not check on line for used prices and order; c) look in the training calendar for training on Observations of Children or Temperament
4) Time line: When will I check in to see if I did what I planned?
Now that you have clear goals, prioritized by which are the most important and specifically how you will achieve them, you need to add when you plan to complete each goal. Put a month and year next to each goal and/or strategy indicating when you expect to complete it. Plan to check in to see that you did what you planned, on those dates.
FOR EXAMPLE, under GOAL #1 you might write:
End of March 2010: look in training calendar, check lending library
May 1, 2010: start documenting observations
June 1, 2010: review documentation system and check back with Sue, finish book
Sept. 1, 2010: evaluate observations, what I learned and how I am using them.
Remember, your IPDP should be current and updated regularly. Your IPDP is part of the cycle of professional growth, where you continually review, update and check in on your progress.
Friday, May 20, 2011
Environments that inspire young children
Check out the blog at:
http://groups.google.com/group/MCECL/topics
There is a great discussion on environments going on. Some great ideas have been shared, like an igloo made of gallon milk jugs for dramatic play.
http://groups.google.com/group/MCECL/topics
There is a great discussion on environments going on. Some great ideas have been shared, like an igloo made of gallon milk jugs for dramatic play.
Friday, March 18, 2011
Marketing Your Program- Phyllis Kalifeh, Child Care Information Exchange, March-april 2011
Marketing:
No longer an afterthought
by Phyllis Kalifeh
Who would ever have thought that a big
white duck quacking AFLAC would be a
successful marketing strategy for an
insurance company or GEICO’s green
gecko lizard with a British accent for that
matter? Yet, marketing and advertising
professionals would definitely consider
both of these campaigns very successful.
What did they have in common besides
large advertising budgets and massive
television exposure? They were creative
approaches for what can be considered
rather mundane products, presented in a
manner that was both entertaining and
eye-catching. Their appeal seems to be
universal; yet what we most remember
is not exactly the specific message, but
the companies they represent.
Relax. I’m not suggesting that those who
work in the early childhood field should
follow suit and create multi-million dollar
campaigns. We know this is not realistic
or practical. What we can learn from these
examples is that we need to get out of our
comfort zones, think outside the box, and
address our roles as marketers in a society
that is overloaded with information. How
can we get the attention of the market
segment we’re trying to attract?
In a declining economy, it’s even more
important to consider how we’re communicating
and marketing our services to
our target populations. If you’re thinking,
“I can’t handle one more thing. My plate
is full,” not a problem, especially if you
have all the business you want or need.
This article isn’t for you. But if you’re
interested in staying ahead of the game
and boosting enrollment, you might
want to read on.
Defining our terms
You may be thinking, “What’s the difference
between marketing, advertising, and
public relations?” That’s a good question
and often those terms are muddled. Basically,
the end result is to match goods or
services to meet the needs of a customer;
therefore, advertising and public relations
are tools — of a sort — for marketing. To
demonstrate, marketing is striking up a
conversation with another parent in your
child’s open house at school. During the
conversation, you explain how he or she
might benefit from a top-notch preschool
for the preschooler in tow. You tell them
about your school or family child care
home, the success of your program, and
how it is likely a good option for the
parent to consider.
Advertising is when you go up to the
parent and confidently talk about how
fantastic your school is, hand out a business
card or brochure, and share how
well your students have done (not divulging
confidential information, of course).
Public relations is when a prospective
parent comes to you and says, “I’ve heard
great things about your school and
would really like to know more about
it.” Bottom line is that it’s all about the
bottom line, and relationship-building is
central to the success of your efforts,
regardless of the terminology. We’re
in the people business, of course!
Back to basics
First, it’s important to get our own houses
in order. Good marketing starts with providing
the best possible services. The best
advertising strategies in the world won’t
be effective if we can’t keep parents
because our services are inferior. This is
the critical foundation for any successful
marketing effort. For example, the building
and playground are in good repair,
licensing inspections are clean, and
children are engaged in developmentallyappropriate
readiness activities that
promote early learning with responsive
nurturing teachers who are well-trained
for their jobs. Whew! That’s no small
order, but fundamental to the success of
your marketing efforts. Make sure you’ve
spent the time necessary to lay a solid
foundation of high quality for young
children. Don’t get caught up in the
chicken and the egg argument (e.g. “If
I had more children enrolled, I could do
a better job.”) Do the best with what you
have now, making the very best decisions
possible. If you need to invest more
money to get your program up to par,
consult a financial advisor and “just do it”
(a branding term that Nike coined, by the
way, that was also very successful).
Make a plan
Don’t wince! A plan is important, not for
the document that you produce, but for
the opportunity it presents to think in a
systematic way about how you will invest
your limited time and resources in
marketing your program. The plan is
dynamic and provides an internal roadmap.
It will also be important as you
evaluate the effectiveness of your strategies.
Your plan can be as simple or as
elaborate as you need, but at a minimum
should include about five columns:
Your strategies (a description of what
you will do)
A timeline for when you will undertake
that strategy (remembering that
marketing is a year-round endeavor)
Materials and resources needed to
accomplish the strategy
A list of who is responsible or tasked
with accomplishing the work
A description of the costs.
Optional: You might also want to
create a column for evaluating the
strategy, determining how you will
measure success.
Thinking about this in advance will help
you refine your plan and adopt the most
webeffective
strategies in the future. Making
the plan work for you in managing your
marketing effort is what’s most important.
Tools in the toolbox
Before we talk about strategies, it’s
important to think about the tools at
your disposal and what you can manage
well. For the purpose of framing, we’ll
organize the tools as follows:
n Print media (parent handbooks, business
cards, brochures, press releases,
advertisements, give-aways, etc.)
n Electronic media (website, social
networking, e-mail)
n Staff (an often overlooked marketing
resource)
n Parents (some of your best public
relations specialists)
n Events (employer partnerships, school
transition partnerships, open house,
Kids’ Day, legislative tours, parent
appreciation, etc.)
Using this frame, it’s time to brainstorm
potential strategies for your plan.
Print Media: This is not a time to scrimp
to save a nickel. Your printed materials
are a reflection of you and your business.
Your image should reflect professionalism.
This does not mean that you have to
spend a lot of money; you can often
garner the help of others to get the professional
image you seek. One way to do
this is to pay attention to other brochures
and print materials that have caught your
eye and develop a file of these. What
attracts you? Check out the resources in
your local community; is there a school or
college with a graphics design department?
Can you employ the help of
students to draft some designs? The content
of your materials is as important as
their appearance. Be sure that materials
are succinct, free of errors, and wellwritten.
If you don’t feel confident in this
area, make sure to have others read and
review your materials (possibly parents at
your school) to make sure they’re readerfriendly,
professional, and communicate
the message you’re trying to convey.
Compare prices on printed materials.
There are many online printing services
in addition to local printing companies in
your area. It pays to shop around as
prices can vary widely. At a minimum, be
sure to have business cards, a brochure,
and a parent handbook to share with the
public and potential customers.
Consider developing short press releases
to publish in the local newspaper, community
parent magazine, PTA newsletters,
and your own parent newsletter
about what’s happening at your school.
Lengthy news stories will likely be disregarded.
Highlighting the implementation
of a new curriculum, celebrating a
success such as accreditation, the accomplishments
of staff, or a visiting celebrity
will catch the attention of the public
and potential customers (and these are
typically free). Make sure to include
these stories in your plan.
Electronic media: Some of us have sauntered
gently into the technological age
and others have come kicking and
screaming. Regardless, the age of electronic
media is here to stay and getting
more sophisticated all the time. If you
don’t have a website, create one. If you
have one, make sure it’s current and
fresh. There’s nothing worse than a website
with a posting that’s more than a
year old! Make sure it’s someone’s job to
keep the website current. Remember, if
it’s everyone’s job, it’s no one’s job — so
ensure that someone is assigned to the
task. If you have a Facebook page for the
school, use it! If you don’t have one, get
one — it’s free. It’s a great way to post
activities, menus, announcements, and
accomplishments. If you post pictures of
the children, make sure you have parent
permission to do so. Some programs
have found Twitter to be an effective
means of keeping communication lines
open. Use the tools at your disposal —
you can bet your parents and potential
customers are using them! Do you have
the e-mail addresses of your parents?
Do they use text messaging? These are
important resources for managing
your day-to-day communications with
parents and will help them stay
informed. They will boast to their
coworkers about how well informed
they are about their child’s well being,
thanks to you!
Staff: Your teaching and support staff
can be some of your best ambassadors or
your worst nightmare. If staff feels good
about where they work, feels a sense of
importance in the work they do, believes
they’re treated fairly and respectfully,
then they will sing your praises to
existing and potential customers. While
we know that funding is limited to pay
the types of salaries and benefits we
know early childhood teachers deserve,
ensure that you do all that you can to
provide other incentives (e.g., recognition,
rewards, incentives for referrals
and enrollments, etc.). Build intentional
strategies into your marketing plan to
support your staff and assume nothing.
Personal thank-yous, gift cards, massages,
a day off, and small bonuses are
some ways that staff knows that they’re
important to you and the school. There
is no substitute for a well-trained, fairly
compensated, and appreciated workforce
in early childhood — your success is
dependent on their success.
Parents: Okay, they’re obviously your
target market, but have you really
thought about how they can be a part
of your marketing strategy? Besides
word-of-mouth advertisement — which
is incredibly important — have you
considered referral incentives for your
parents such as tuition vouchers for each
new paid enrollment, thank-you cards,
gift certificates to a nice restaurant? Get
creative! Ask your parents what they
would like and include their efforts in
your marketing plan.
Events: This is typically the area where
child care programs feel most confident,
but get some mileage out of your events.
Invite your legislators to visit your program;
provide photo opportunities for
them and invite the media (newspaper,
radio, and television). If it’s a slow news
day, the news crew might show up.
Develop partnerships with nearby
employers: provide tuition or registration
fee discounts and advertise your partnerships
in company newsletters. Are you a
member of your local Chamber of Commerce?
If not, consider joining to network
with other business owners. Keep your
antennae continually attuned to opportunities
to leverage your relationships in
the community to support your program
and the children you serve. Remember,
it’s a great opportunity for businesses
to advertise their community service
connections as well.
In conclusion
It’s a new day. Marketing can no longer
be an afterthought. It should be incorporated
into the psyche of every early childhood
program leader. If you offer incredible
programs for young children with
astounding results and no one knows
about it (like the proverbial tree falling in
the woods), you may enjoy short-term
success that cannot be sustained. To build
long-term sustainability, think about how
you can make ‘marketing’ your new best
friend. And be creative — remember the
lesson of the quacking duck!
No longer an afterthought
by Phyllis Kalifeh
Who would ever have thought that a big
white duck quacking AFLAC would be a
successful marketing strategy for an
insurance company or GEICO’s green
gecko lizard with a British accent for that
matter? Yet, marketing and advertising
professionals would definitely consider
both of these campaigns very successful.
What did they have in common besides
large advertising budgets and massive
television exposure? They were creative
approaches for what can be considered
rather mundane products, presented in a
manner that was both entertaining and
eye-catching. Their appeal seems to be
universal; yet what we most remember
is not exactly the specific message, but
the companies they represent.
Relax. I’m not suggesting that those who
work in the early childhood field should
follow suit and create multi-million dollar
campaigns. We know this is not realistic
or practical. What we can learn from these
examples is that we need to get out of our
comfort zones, think outside the box, and
address our roles as marketers in a society
that is overloaded with information. How
can we get the attention of the market
segment we’re trying to attract?
In a declining economy, it’s even more
important to consider how we’re communicating
and marketing our services to
our target populations. If you’re thinking,
“I can’t handle one more thing. My plate
is full,” not a problem, especially if you
have all the business you want or need.
This article isn’t for you. But if you’re
interested in staying ahead of the game
and boosting enrollment, you might
want to read on.
Defining our terms
You may be thinking, “What’s the difference
between marketing, advertising, and
public relations?” That’s a good question
and often those terms are muddled. Basically,
the end result is to match goods or
services to meet the needs of a customer;
therefore, advertising and public relations
are tools — of a sort — for marketing. To
demonstrate, marketing is striking up a
conversation with another parent in your
child’s open house at school. During the
conversation, you explain how he or she
might benefit from a top-notch preschool
for the preschooler in tow. You tell them
about your school or family child care
home, the success of your program, and
how it is likely a good option for the
parent to consider.
Advertising is when you go up to the
parent and confidently talk about how
fantastic your school is, hand out a business
card or brochure, and share how
well your students have done (not divulging
confidential information, of course).
Public relations is when a prospective
parent comes to you and says, “I’ve heard
great things about your school and
would really like to know more about
it.” Bottom line is that it’s all about the
bottom line, and relationship-building is
central to the success of your efforts,
regardless of the terminology. We’re
in the people business, of course!
Back to basics
First, it’s important to get our own houses
in order. Good marketing starts with providing
the best possible services. The best
advertising strategies in the world won’t
be effective if we can’t keep parents
because our services are inferior. This is
the critical foundation for any successful
marketing effort. For example, the building
and playground are in good repair,
licensing inspections are clean, and
children are engaged in developmentallyappropriate
readiness activities that
promote early learning with responsive
nurturing teachers who are well-trained
for their jobs. Whew! That’s no small
order, but fundamental to the success of
your marketing efforts. Make sure you’ve
spent the time necessary to lay a solid
foundation of high quality for young
children. Don’t get caught up in the
chicken and the egg argument (e.g. “If
I had more children enrolled, I could do
a better job.”) Do the best with what you
have now, making the very best decisions
possible. If you need to invest more
money to get your program up to par,
consult a financial advisor and “just do it”
(a branding term that Nike coined, by the
way, that was also very successful).
Make a plan
Don’t wince! A plan is important, not for
the document that you produce, but for
the opportunity it presents to think in a
systematic way about how you will invest
your limited time and resources in
marketing your program. The plan is
dynamic and provides an internal roadmap.
It will also be important as you
evaluate the effectiveness of your strategies.
Your plan can be as simple or as
elaborate as you need, but at a minimum
should include about five columns:
Your strategies (a description of what
you will do)
A timeline for when you will undertake
that strategy (remembering that
marketing is a year-round endeavor)
Materials and resources needed to
accomplish the strategy
A list of who is responsible or tasked
with accomplishing the work
A description of the costs.
Optional: You might also want to
create a column for evaluating the
strategy, determining how you will
measure success.
Thinking about this in advance will help
you refine your plan and adopt the most
webeffective
strategies in the future. Making
the plan work for you in managing your
marketing effort is what’s most important.
Tools in the toolbox
Before we talk about strategies, it’s
important to think about the tools at
your disposal and what you can manage
well. For the purpose of framing, we’ll
organize the tools as follows:
n Print media (parent handbooks, business
cards, brochures, press releases,
advertisements, give-aways, etc.)
n Electronic media (website, social
networking, e-mail)
n Staff (an often overlooked marketing
resource)
n Parents (some of your best public
relations specialists)
n Events (employer partnerships, school
transition partnerships, open house,
Kids’ Day, legislative tours, parent
appreciation, etc.)
Using this frame, it’s time to brainstorm
potential strategies for your plan.
Print Media: This is not a time to scrimp
to save a nickel. Your printed materials
are a reflection of you and your business.
Your image should reflect professionalism.
This does not mean that you have to
spend a lot of money; you can often
garner the help of others to get the professional
image you seek. One way to do
this is to pay attention to other brochures
and print materials that have caught your
eye and develop a file of these. What
attracts you? Check out the resources in
your local community; is there a school or
college with a graphics design department?
Can you employ the help of
students to draft some designs? The content
of your materials is as important as
their appearance. Be sure that materials
are succinct, free of errors, and wellwritten.
If you don’t feel confident in this
area, make sure to have others read and
review your materials (possibly parents at
your school) to make sure they’re readerfriendly,
professional, and communicate
the message you’re trying to convey.
Compare prices on printed materials.
There are many online printing services
in addition to local printing companies in
your area. It pays to shop around as
prices can vary widely. At a minimum, be
sure to have business cards, a brochure,
and a parent handbook to share with the
public and potential customers.
Consider developing short press releases
to publish in the local newspaper, community
parent magazine, PTA newsletters,
and your own parent newsletter
about what’s happening at your school.
Lengthy news stories will likely be disregarded.
Highlighting the implementation
of a new curriculum, celebrating a
success such as accreditation, the accomplishments
of staff, or a visiting celebrity
will catch the attention of the public
and potential customers (and these are
typically free). Make sure to include
these stories in your plan.
Electronic media: Some of us have sauntered
gently into the technological age
and others have come kicking and
screaming. Regardless, the age of electronic
media is here to stay and getting
more sophisticated all the time. If you
don’t have a website, create one. If you
have one, make sure it’s current and
fresh. There’s nothing worse than a website
with a posting that’s more than a
year old! Make sure it’s someone’s job to
keep the website current. Remember, if
it’s everyone’s job, it’s no one’s job — so
ensure that someone is assigned to the
task. If you have a Facebook page for the
school, use it! If you don’t have one, get
one — it’s free. It’s a great way to post
activities, menus, announcements, and
accomplishments. If you post pictures of
the children, make sure you have parent
permission to do so. Some programs
have found Twitter to be an effective
means of keeping communication lines
open. Use the tools at your disposal —
you can bet your parents and potential
customers are using them! Do you have
the e-mail addresses of your parents?
Do they use text messaging? These are
important resources for managing
your day-to-day communications with
parents and will help them stay
informed. They will boast to their
coworkers about how well informed
they are about their child’s well being,
thanks to you!
Staff: Your teaching and support staff
can be some of your best ambassadors or
your worst nightmare. If staff feels good
about where they work, feels a sense of
importance in the work they do, believes
they’re treated fairly and respectfully,
then they will sing your praises to
existing and potential customers. While
we know that funding is limited to pay
the types of salaries and benefits we
know early childhood teachers deserve,
ensure that you do all that you can to
provide other incentives (e.g., recognition,
rewards, incentives for referrals
and enrollments, etc.). Build intentional
strategies into your marketing plan to
support your staff and assume nothing.
Personal thank-yous, gift cards, massages,
a day off, and small bonuses are
some ways that staff knows that they’re
important to you and the school. There
is no substitute for a well-trained, fairly
compensated, and appreciated workforce
in early childhood — your success is
dependent on their success.
Parents: Okay, they’re obviously your
target market, but have you really
thought about how they can be a part
of your marketing strategy? Besides
word-of-mouth advertisement — which
is incredibly important — have you
considered referral incentives for your
parents such as tuition vouchers for each
new paid enrollment, thank-you cards,
gift certificates to a nice restaurant? Get
creative! Ask your parents what they
would like and include their efforts in
your marketing plan.
Events: This is typically the area where
child care programs feel most confident,
but get some mileage out of your events.
Invite your legislators to visit your program;
provide photo opportunities for
them and invite the media (newspaper,
radio, and television). If it’s a slow news
day, the news crew might show up.
Develop partnerships with nearby
employers: provide tuition or registration
fee discounts and advertise your partnerships
in company newsletters. Are you a
member of your local Chamber of Commerce?
If not, consider joining to network
with other business owners. Keep your
antennae continually attuned to opportunities
to leverage your relationships in
the community to support your program
and the children you serve. Remember,
it’s a great opportunity for businesses
to advertise their community service
connections as well.
In conclusion
It’s a new day. Marketing can no longer
be an afterthought. It should be incorporated
into the psyche of every early childhood
program leader. If you offer incredible
programs for young children with
astounding results and no one knows
about it (like the proverbial tree falling in
the woods), you may enjoy short-term
success that cannot be sustained. To build
long-term sustainability, think about how
you can make ‘marketing’ your new best
friend. And be creative — remember the
lesson of the quacking duck!
Wednesday, March 16, 2011
FCCERS-R additional notes
Additional Notes for Clarification for the FCCERS-R
Most Recent Changes:
08-09: Much of the Day
06-10: Item 17, 20, 24
09-10: Much of the Day
12-10: Item 3, 16, 25
03-11: Item 17
Explanation of Terms Used Throughout the Scale:
Much of the day: In most items, "much of the day" is associated with the children‟s access to materials typically used indoors (e.g., books, art materials, fine motor or dramatic play toys). It means most of the time that any child maybe awake and able to play. If children are prevented from using materials for long periods by overly long routines when the children have to wait with nothing to do, being kept in groups that they are not engaged in, or being kept in areas where access is not possible, then credit cannot be given for "much of the day." Appropriate group activities in which children are engaged and interested for short periods that match their abilities are permissible as long as they do not significantly affect access to materials throughout the rest of the day. If children (or any child) who are ready to play are prevented from reaching and using materials for a total of 20 minutes during a 3-hour observation, then "much of the day" cannot be given credit. The 20 minutes can be calculated as one 20-minute time period, or may be calculated as a combination of smaller time periods that equal 20 minutes. "Much of the day" should be considered separately for each item where the requirement appears. In some cases credit might be given on one item for much of the day, while not given for another item.
If children are kept outdoors for extremely long periods (1/3 of the day or more), thus limiting access to materials typically used indoors, then to give credit for "much of the day", such materials must be provided outdoors as well. Special attention should be paid to individual children who may not have the same access to materials as do the other children. For example, non-mobile children or children who are confined in a playpen may not have the same access to play materials as the other children in a group. For non-mobile infants, all required toys or materials do not have to be accessible at the same time during the whole observation because of problems with clutter. However, there must be clear indications that the required variety and numbers of materials are accessible at various times during the day. A cranky baby who needs close physical contact to be soothed may not be "ready to play" and thus not require access to materials during the "cranky" times.
When children are taken for stroller rides, do not count the time spent riding as part of the 20 minutes when children do not have access to materials for "much of the day" as long as children are generally engaged (one child may be less engaged than others for some part of the ride, but most children should show interest, and no child should show distress), and the actual stroller ride is no longer than 20 minutes. Some children may fall asleep in the stroller, but in this case they are not awake and ready to play, so falling asleep should not count in the timing for much of the day. Sometimes there are delays in putting children into strollers, and after the walk, removing them. If children have to wait for long periods (over 3 minutes with no access to play materials) while waiting in the strollers, then the time waiting should be counted towards the 20 minute limit that will disallow crediting "much of the day."
Infants, Toddlers, Preschoolers, School-agers: When referring to "very young children," especially with regard to safety, we mean children under 3 years of age. Play: "Play," or "play activities," require that children are actively involved, able to use toys or other play materials, and are able to interact with others if they wish. Play activities should not be confused with more passive group times (such as circle times, when children mostly listen to a "teacher" or spend time watching TV or videos), or times when children are required to work on specific non-play tasks, such as coloring alphabet ditto sheets, and did not get to choose to do the activity. Play is characterized by the child being engaged. Routine care times are not counted as play, even if they are done playfully. Play activities can be part of free play, teacher- or child-initiated, either indoors or outdoors, offered with many choices of things to do or with a more limited selection, done individually, in small groups, or in a large group, and can be active or quiet. 1. Indoor space used for child care
5.2
7.1
The direct lighting must be in the space(s) used for child care for more than 50% of the time children are allowed to attend. Natural light is not required in spaces used for nap, but those spaces must have enough light to allow adequate visual supervision of children.
Ventilation should be able to be controlled in all spaces used for children (e.g., through heating/air conditioning systems, windows, opening doors, ceiling fans, etc).
Most Recent Changes:
08-09: Much of the Day
06-10: Item 17, 20, 24
09-10: Much of the Day
12-10: Item 3, 16, 25
03-11: Item 17
Explanation of Terms Used Throughout the Scale:
Much of the day: In most items, "much of the day" is associated with the children‟s access to materials typically used indoors (e.g., books, art materials, fine motor or dramatic play toys). It means most of the time that any child maybe awake and able to play. If children are prevented from using materials for long periods by overly long routines when the children have to wait with nothing to do, being kept in groups that they are not engaged in, or being kept in areas where access is not possible, then credit cannot be given for "much of the day." Appropriate group activities in which children are engaged and interested for short periods that match their abilities are permissible as long as they do not significantly affect access to materials throughout the rest of the day. If children (or any child) who are ready to play are prevented from reaching and using materials for a total of 20 minutes during a 3-hour observation, then "much of the day" cannot be given credit. The 20 minutes can be calculated as one 20-minute time period, or may be calculated as a combination of smaller time periods that equal 20 minutes. "Much of the day" should be considered separately for each item where the requirement appears. In some cases credit might be given on one item for much of the day, while not given for another item.
If children are kept outdoors for extremely long periods (1/3 of the day or more), thus limiting access to materials typically used indoors, then to give credit for "much of the day", such materials must be provided outdoors as well. Special attention should be paid to individual children who may not have the same access to materials as do the other children. For example, non-mobile children or children who are confined in a playpen may not have the same access to play materials as the other children in a group. For non-mobile infants, all required toys or materials do not have to be accessible at the same time during the whole observation because of problems with clutter. However, there must be clear indications that the required variety and numbers of materials are accessible at various times during the day. A cranky baby who needs close physical contact to be soothed may not be "ready to play" and thus not require access to materials during the "cranky" times.
When children are taken for stroller rides, do not count the time spent riding as part of the 20 minutes when children do not have access to materials for "much of the day" as long as children are generally engaged (one child may be less engaged than others for some part of the ride, but most children should show interest, and no child should show distress), and the actual stroller ride is no longer than 20 minutes. Some children may fall asleep in the stroller, but in this case they are not awake and ready to play, so falling asleep should not count in the timing for much of the day. Sometimes there are delays in putting children into strollers, and after the walk, removing them. If children have to wait for long periods (over 3 minutes with no access to play materials) while waiting in the strollers, then the time waiting should be counted towards the 20 minute limit that will disallow crediting "much of the day."
Infants, Toddlers, Preschoolers, School-agers: When referring to "very young children," especially with regard to safety, we mean children under 3 years of age. Play: "Play," or "play activities," require that children are actively involved, able to use toys or other play materials, and are able to interact with others if they wish. Play activities should not be confused with more passive group times (such as circle times, when children mostly listen to a "teacher" or spend time watching TV or videos), or times when children are required to work on specific non-play tasks, such as coloring alphabet ditto sheets, and did not get to choose to do the activity. Play is characterized by the child being engaged. Routine care times are not counted as play, even if they are done playfully. Play activities can be part of free play, teacher- or child-initiated, either indoors or outdoors, offered with many choices of things to do or with a more limited selection, done individually, in small groups, or in a large group, and can be active or quiet. 1. Indoor space used for child care
5.2
7.1
The direct lighting must be in the space(s) used for child care for more than 50% of the time children are allowed to attend. Natural light is not required in spaces used for nap, but those spaces must have enough light to allow adequate visual supervision of children.
Ventilation should be able to be controlled in all spaces used for children (e.g., through heating/air conditioning systems, windows, opening doors, ceiling fans, etc).
ITERS-R additional Notes
Additional Notes for Clarification for the ECERS-R
In 2005, the new updated edition of the ECERS-R was published by TC Press. Featuring a new spiral binding, the updated ECERS-R offers more practical assistance in the form of additional notes for clarification and an Expanded Score Sheet, which incorporates notes and tables to assist in scoring. However, the items and indicators remain the same as in the original ECERS-R.
These notes were developed by Thelma Harms and Debby Cryer to improve the interrater agreements among North Carolina Rated License Assessors. These notes do not change any of the requirements in the printed scales, they merely add additional information to help in accurate scoring.
Be sure to replace older notes with newer notes.
Most recent changes are in blue:
10-09: Items 4 and 5
6-10: Items 20 and 28
11 -10: Items 7 and 8
3-11: Item 2 2. Furniture for routine care, play and learning
3.1
When determining whether furniture for routine care is sufficient, consider the sizes of cubbies in relation to what is stored in them to see if they can adequately accommodate all of each child’s possessions. Each child enrolled in the group must have an individual cubby that is not shared with anyone else, with space for all possessions to be stored there. This is to reduce the spread of lice and scabies. When children’s personal belonging, such as coats, extra clothing, blankets (if stored in cubbies,) are not reasonably well-separated, or if cubbies are so full that things fall onto the floor, score 3.1 "No" because the cubbies are not adequate in size based on what must be stored in them. If there is only minor touching of possessions (e.g., protruding sleeves of winter coats touching those of other children, or a small problem with other materials, but this could be solved easily by pushing things into the cubby properly, consider the cubbies adequate. Any touching of children’s personal possessions should also be considered in the Health item.
4.Room arrangement for play
1.2,
3.2
A room arrangement that is divided into interest areas or centers, using shelves or other furniture, can be given credit as being "not difficult to supervise visually" as long as teachers move about the spaces used by the children so that they can see each child frequently enough to ensure that each child is safe, and so that they can interact with children when needed. Credit can be given even though they may not see all children at all times. However, the ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children. In addition, slight problems with the room shape, for example, a slight extension, (not a full L- shape) of the room, or the existence of pillars, that create small blind areas are acceptable as long as they are well-supervised frequently enough to meet children’s needs. To score, observe the relationship between the teachers’ supervision and the room arrangement to see if children are adequately supervised visually.
5. Space for privacy
3.2
Any space for privacy that a child uses is considered easily supervised by staff if the space is open enough to allow visual supervision. It is not required that the teachers can see the space(s) at all times, as long as teachers move about the room and can see the spaces for privacy used by the children frequently enough to ensure that each child is safe. To score, observe the relationship between the teachers’ supervision and how spaces for privacy are used to see if children are adequately supervised. The ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children.
7. Space for gross motor play
3.1
In the note for this indicator, replace "In programs operating for less than 4 hours per day, at least ½ hour is required." with the following: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part day programs of less than 8 hours.
8. Gross motor equipment
3.1
In the note for this indicator, Delete "For programs of 4 hours or less, at least half an hour of access is required. (See chart provided in Explanation of Terms Used Throughout the Scale on p. 7 to determine approximate amount of time required for part-day programs of more than 4 hours)."
Insert: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part
In 2005, the new updated edition of the ECERS-R was published by TC Press. Featuring a new spiral binding, the updated ECERS-R offers more practical assistance in the form of additional notes for clarification and an Expanded Score Sheet, which incorporates notes and tables to assist in scoring. However, the items and indicators remain the same as in the original ECERS-R.
These notes were developed by Thelma Harms and Debby Cryer to improve the interrater agreements among North Carolina Rated License Assessors. These notes do not change any of the requirements in the printed scales, they merely add additional information to help in accurate scoring.
Be sure to replace older notes with newer notes.
Most recent changes are in blue:
10-09: Items 4 and 5
6-10: Items 20 and 28
11 -10: Items 7 and 8
3-11: Item 2 2. Furniture for routine care, play and learning
3.1
When determining whether furniture for routine care is sufficient, consider the sizes of cubbies in relation to what is stored in them to see if they can adequately accommodate all of each child’s possessions. Each child enrolled in the group must have an individual cubby that is not shared with anyone else, with space for all possessions to be stored there. This is to reduce the spread of lice and scabies. When children’s personal belonging, such as coats, extra clothing, blankets (if stored in cubbies,) are not reasonably well-separated, or if cubbies are so full that things fall onto the floor, score 3.1 "No" because the cubbies are not adequate in size based on what must be stored in them. If there is only minor touching of possessions (e.g., protruding sleeves of winter coats touching those of other children, or a small problem with other materials, but this could be solved easily by pushing things into the cubby properly, consider the cubbies adequate. Any touching of children’s personal possessions should also be considered in the Health item.
4.Room arrangement for play
1.2,
3.2
A room arrangement that is divided into interest areas or centers, using shelves or other furniture, can be given credit as being "not difficult to supervise visually" as long as teachers move about the spaces used by the children so that they can see each child frequently enough to ensure that each child is safe, and so that they can interact with children when needed. Credit can be given even though they may not see all children at all times. However, the ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children. In addition, slight problems with the room shape, for example, a slight extension, (not a full L- shape) of the room, or the existence of pillars, that create small blind areas are acceptable as long as they are well-supervised frequently enough to meet children’s needs. To score, observe the relationship between the teachers’ supervision and the room arrangement to see if children are adequately supervised visually.
5. Space for privacy
3.2
Any space for privacy that a child uses is considered easily supervised by staff if the space is open enough to allow visual supervision. It is not required that the teachers can see the space(s) at all times, as long as teachers move about the room and can see the spaces for privacy used by the children frequently enough to ensure that each child is safe. To score, observe the relationship between the teachers’ supervision and how spaces for privacy are used to see if children are adequately supervised. The ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children.
7. Space for gross motor play
3.1
In the note for this indicator, replace "In programs operating for less than 4 hours per day, at least ½ hour is required." with the following: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part day programs of less than 8 hours.
8. Gross motor equipment
3.1
In the note for this indicator, Delete "For programs of 4 hours or less, at least half an hour of access is required. (See chart provided in Explanation of Terms Used Throughout the Scale on p. 7 to determine approximate amount of time required for part-day programs of more than 4 hours)."
Insert: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part
New Environment Rating Scale Notes from the authors
ECERS Additional Notes:
Additional Notes for Clarification for the ECERS-R
In 2005, the new updated edition of the ECERS-R was published by TC Press. Featuring a new spiral binding, the updated ECERS-R offers more practical assistance in the form of additional notes for clarification and an Expanded Score Sheet, which incorporates notes and tables to assist in scoring. However, the items and indicators remain the same as in the original ECERS-R.
These notes were developed by Thelma Harms and Debby Cryer to improve the interrater agreements among North Carolina Rated License Assessors. These notes do not change any of the requirements in the printed scales, they merely add additional information to help in accurate scoring.
Be sure to replace older notes with newer notes.
Most recent changes are in blue:
10-09: Items 4 and 5
6-10: Items 20 and 28
11 -10: Items 7 and 8
3-11: Item 2 2. Furniture for routine care, play and learning
3.1
When determining whether furniture for routine care is sufficient, consider the sizes of cubbies in relation to what is stored in them to see if they can adequately accommodate all of each child’s possessions. Each child enrolled in the group must have an individual cubby that is not shared with anyone else, with space for all possessions to be stored there. This is to reduce the spread of lice and scabies. When children’s personal belonging, such as coats, extra clothing, blankets (if stored in cubbies,) are not reasonably well-separated, or if cubbies are so full that things fall onto the floor, score 3.1 "No" because the cubbies are not adequate in size based on what must be stored in them. If there is only minor touching of possessions (e.g., protruding sleeves of winter coats touching those of other children, or a small problem with other materials, but this could be solved easily by pushing things into the cubby properly, consider the cubbies adequate. Any touching of children’s personal possessions should also be considered in the Health item.
4.Room arrangement for play
1.2,
3.2
A room arrangement that is divided into interest areas or centers, using shelves or other furniture, can be given credit as being "not difficult to supervise visually" as long as teachers move about the spaces used by the children so that they can see each child frequently enough to ensure that each child is safe, and so that they can interact with children when needed. Credit can be given even though they may not see all children at all times. However, the ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children. In addition, slight problems with the room shape, for example, a slight extension, (not a full L- shape) of the room, or the existence of pillars, that create small blind areas are acceptable as long as they are well-supervised frequently enough to meet children’s needs. To score, observe the relationship between the teachers’ supervision and the room arrangement to see if children are adequately supervised visually.
5. Space for privacy
3.2
Any space for privacy that a child uses is considered easily supervised by staff if the space is open enough to allow visual supervision. It is not required that the teachers can see the space(s) at all times, as long as teachers move about the room and can see the spaces for privacy used by the children frequently enough to ensure that each child is safe. To score, observe the relationship between the teachers’ supervision and how spaces for privacy are used to see if children are adequately supervised. The ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children.
7. Space for gross motor play
3.1
In the note for this indicator, replace "In programs operating for less than 4 hours per day, at least ½ hour is required." with the following: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part day programs of less than 8 hours.
8. Gross motor equipment
3.1
In the note for this indicator, Delete "For programs of 4 hours or less, at least half an hour of access is required. (See chart provided in Explanation of Terms Used Throughout the Scale on p. 7 to determine approximate amount of time required for part-day programs of more than 4 hours)."
Insert: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part
Additional Notes for Clarification for the ECERS-R
In 2005, the new updated edition of the ECERS-R was published by TC Press. Featuring a new spiral binding, the updated ECERS-R offers more practical assistance in the form of additional notes for clarification and an Expanded Score Sheet, which incorporates notes and tables to assist in scoring. However, the items and indicators remain the same as in the original ECERS-R.
These notes were developed by Thelma Harms and Debby Cryer to improve the interrater agreements among North Carolina Rated License Assessors. These notes do not change any of the requirements in the printed scales, they merely add additional information to help in accurate scoring.
Be sure to replace older notes with newer notes.
Most recent changes are in blue:
10-09: Items 4 and 5
6-10: Items 20 and 28
11 -10: Items 7 and 8
3-11: Item 2 2. Furniture for routine care, play and learning
3.1
When determining whether furniture for routine care is sufficient, consider the sizes of cubbies in relation to what is stored in them to see if they can adequately accommodate all of each child’s possessions. Each child enrolled in the group must have an individual cubby that is not shared with anyone else, with space for all possessions to be stored there. This is to reduce the spread of lice and scabies. When children’s personal belonging, such as coats, extra clothing, blankets (if stored in cubbies,) are not reasonably well-separated, or if cubbies are so full that things fall onto the floor, score 3.1 "No" because the cubbies are not adequate in size based on what must be stored in them. If there is only minor touching of possessions (e.g., protruding sleeves of winter coats touching those of other children, or a small problem with other materials, but this could be solved easily by pushing things into the cubby properly, consider the cubbies adequate. Any touching of children’s personal possessions should also be considered in the Health item.
4.Room arrangement for play
1.2,
3.2
A room arrangement that is divided into interest areas or centers, using shelves or other furniture, can be given credit as being "not difficult to supervise visually" as long as teachers move about the spaces used by the children so that they can see each child frequently enough to ensure that each child is safe, and so that they can interact with children when needed. Credit can be given even though they may not see all children at all times. However, the ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children. In addition, slight problems with the room shape, for example, a slight extension, (not a full L- shape) of the room, or the existence of pillars, that create small blind areas are acceptable as long as they are well-supervised frequently enough to meet children’s needs. To score, observe the relationship between the teachers’ supervision and the room arrangement to see if children are adequately supervised visually.
5. Space for privacy
3.2
Any space for privacy that a child uses is considered easily supervised by staff if the space is open enough to allow visual supervision. It is not required that the teachers can see the space(s) at all times, as long as teachers move about the room and can see the spaces for privacy used by the children frequently enough to ensure that each child is safe. To score, observe the relationship between the teachers’ supervision and how spaces for privacy are used to see if children are adequately supervised. The ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children.
7. Space for gross motor play
3.1
In the note for this indicator, replace "In programs operating for less than 4 hours per day, at least ½ hour is required." with the following: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part day programs of less than 8 hours.
8. Gross motor equipment
3.1
In the note for this indicator, Delete "For programs of 4 hours or less, at least half an hour of access is required. (See chart provided in Explanation of Terms Used Throughout the Scale on p. 7 to determine approximate amount of time required for part-day programs of more than 4 hours)."
Insert: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part