Quality: What It Looks Like
The quality of a child’s future depends on the quality of caregiving in the first five years.
This is particularly true of our most at-risk children. Benefits that can accrue from
a first-rate early learning experience come only if the setting is safe, healthy, stimulating,
thoughtful, organized and—perhaps most important—led by well-trained, attentive
teachers. Here’s what to look for in a successful early learning program.
Quality: What It Looks Like
The quality of a child’s future depends on the quality of caregiving in the first five years.
This is particularly true of our most at-risk children. Benefits that can accrue from
a first-rate early learning experience come only if the setting is safe, healthy, stimulating,
thoughtful, organized and—perhaps most important—led by well-trained, attentive
teachers. Here’s what to look for in a successful early learning program.
What you want to see:
Educated, attentive, and engaged teachers and staff
· Teachers with four-year degrees and specific training in
early childhood education.
· No more than eight infants and toddlers and no more than
20 preschoolers in a classroom.
· Teacher-to-child ratios of 1:3 for infants and 1:10 for
preschoolers.
· Teachers who crouch to eye level to speak to children.
· Teachers who hold, cuddle, show affection, and speak
directly to infants and toddlers.
· Families and teachers exchanging information about the
child’s development and learning progress.
A safe, healthy, and child-friendly environment
·
A room well-equipped with sufficient and appropriate
materials and toys.
·
Classrooms in which materials and activities are organized
logically and placed at eye level for the children.
·
Materials and toys accessible to children in an orderly display.
·
Centers that encourage safe, outdoor playtime.
·
Frequent hand-washing by children and adults.
·
Children offered breakfast, lunch, and a time to nap.
·
Visitors welcomed with appropriate parental consent.
Stimulating activities and appropriately structured
routines
·
Children receiving a variety of stimuli in their daily routine
using indoor and outdoor spaces and age-appropriate
language, literacy, math, science, art, music, movement,
and dramatic play experiences.
·
Children participating with teachers and each other in
individual, small-group, and large-group activities.
·
Children who are engaged in their activities.
·
Preschoolers who are allowed to play independently.
What you don’t want to see:
Inattentive, overwhelmed, or unengaged staff
·
Unengaged teachers sitting on the side of the classroom
not participating with children.
·
Shouting, swearing, or other displays of hostile discipline.
·
Infants and toddlers crying without being soothed and
supported.
·
Teachers speaking to children only to control or direct
behavior.
·
Teachers who are unresponsive to children’s needs or
attempts to communicate.
·
Children being asked closed-ended (“Yes or No”) questions
instead of “how” and “why” questions.
An unsafe, unhealthy, or uninspiring environment
· Small, cramped centers or homes without designated
appropriate spaces for different ages.
· A center or home that smells or looks unclean, or has
visible safety risks.
· Use of television or video to occupy children.
· Children easily distracted or frightened by visiting strangers.
· Disorganized or inaccessible play centers.
· Insufficient, damaged, or inappropriate materials or toys.
Activities and routines that are too chaotic or inflexible
·
Children wandering aimlessly, left unsupervised, or
displaying unchecked aggression.
·
Children restrained in car seats or in high chairs at times
other than meal time.
·
Children spending a lot of time waiting for turns or standing in lines.
·
Children expected to sit at desks or perform highly
structured tasks (worksheets), or other forms of
age-inappropriate expectations.
·
Lack of children’s self-directed creative/imaginative play.
Quality: What It Looks Like
Identifying Quality Programs
Quality Rating and Improvement Systems (QRIS)
Similar to rating systems for restaurants and hotels, a QRIS
awards quality ratings to early learning programs that meet a
set of defined program standards.
A QRIS should have five elements:
1. Standards ranging from basic licensing to higher
quality standards.
2. Accountability measures and monitoring processes
used to determine how well programs meet standards
and to assign ratings.
3. Program and practitioner outreach and support, such
as training, mentoring, and technical assistance.
4. Funding incentives awarded to programs when quality
levels are achieved.
5. Parent education efforts. Most QRIS award easily
recognizable symbols, such as stars, to programs
to indicate the levels of quality and to inform and
educate parents.
Currently, 19 States (CO, DE, DC, IN, IA, KY, LA, ME, MD, MS,
MT, NH, NM, NC, OH, OK, PA, TN, and VT) have a statewide
QRIS with all five elements.
Source: National Child Care Information and Technical Assistance Center
Program Accreditation
Accreditation is a voluntary process designed to improve the
quality of early learning programs. Accreditation systems
require programs to meet defined standards and engage in
extensive self-study and validation by outside professionals to
verify that quality standards are met. Research has
demonstrated that accreditation positively affects program
quality, including benefits to children, families, and staff.
Several organizations accredit early learning programs; the
National Association for the Education of Young Children
(NAEYC) is an example of one that is highly regarded as an
indicator of quality programs.
Program Quality Assessments
A range of assessment tools can evaluate an early learning
program using observations of practice and the environment,
and surveys or interviews of teachers or parents. Some
commonly used assessments include:
· The Classroom Assessment Scoring System (CLASS), an
observational tool that measures the quality of teacher–child
interactions in pre-kindergarten classrooms.
· The Environmental Rating Scales, which are available for
infant and toddler settings (ITERS), pre-school settings
(ECERS), family child care settings (FCCERS), and
school-age programs (SACERS). They evaluate physical
environment, basic care, curriculum, interaction, schedule
and program structure, and parent and staff education.
Child Assessments
Parents, providers, and policymakers struggle to balance the
need for measures of children’s development and learning with
concerns about the proper role of assessment when dealing
with very young children. When chosen appropriately, child
assessments can provide information that helps programs
continuously improve. Common tools include:
·
Bayley Scales of Infant and Toddler Development, which
measures physical, motor, sensory, and cognitive
development in babies and young children.
·
Devereux Early Childhood Assessment (DECA), a tool to
measure social-emotional strengths and behavioral
concerns.
·
Peabody Picture Vocabulary Test (PPVT), which measures
comprehension of English vocabulary.
·
Dynamic Indicators of Basic Early Literacy Skills (DIBELS),
measures used to regularly monitor the development of
pre-reading and early reading skills.
·
Woodcock-Johnson, an assessment of cognitive and
language abilities.
·
Bracken Basic Concept Scale, which determines a child’s
school readiness and knowledge of English-language verbal
concepts.
·
Work Sampling System, an assessment that uses ongoing
teacher observations to document children’s skills,
knowledge, behavior, and accomplishments.
Monday, October 1, 2012
Wednesday, September 12, 2012
Racism article
Click on the link for a well written article that explains well the reasons that the song "Ten Little Indians", and other common references to Native Americans are racist and inappropriate to use.
Wednesday, September 5, 2012
New website address
Please note, our website YRL has changed. You can find our information and forms at:
www.broward.org/humanservices/communitypartnerships
Then click on Child Care Licensing and Enforcement, and the link to the Quality Counts page.
www.broward.org/humanservices/communitypartnerships
Then click on Child Care Licensing and Enforcement, and the link to the Quality Counts page.
Thursday, August 9, 2012
Diapering and handwashing procedures - updated
Information taken from Caring for Our Children: The National and Safety Performance Standards for Out-of-Home Care,
3rd edition, American Academy of Pediatrics, American Public Health Association, and National Resource
Center for Health and Safety in Childcare (2011).
DIAPERING AND HANDWASHING
Diapering Procedure
1. Before beginning the diapering procedure, clean your hands by using proper hand hygiene (handwashing or use of hand sanitizer according to directions).
2. To minimize contamination, prepare for diapering by getting out all of the supplies needed for the diaper change and placing them near, but not on, the diapering surface, for example:
Enough wipes for the diaper change, including cleaning the child’s bottom and wiping the teacher’s and child’s hands before putting on the clean diaper (wipes must be taken out of their container)
A clean diaper
A plastic bag for soiled clothes and a set of clean clothes (if soiled clothing is anticipated)
Non-porous gloves (if used)
A dab of diaper cream on a disposable paper towel (if used)
Changing table paper (if used) to cover the table from the child’s shoulders to feet (in case it becomes soiled and must be folded over to create a clean surface during the change)
3. Place the child on diapering table. Remove clothing to access diaper. If soiled, place clothes into a plastic bag.
4. Remove soiled diaper and place into a lined, covered, hands-free trash container.
5. Use wipes to clean child’s bottom from front to back (one wipe per swipe) and throw away into trash container. The diaper can also be left open under the child during the cleaning step and then discarded with the soiled wipes before continuing with Step 6. If gloves are used, they must be discarded at this time.
6. Use a wipe to remove soil from your hands and throw into trash container.
7. Use another wipe to remove soil from child’s hands and throw into trash container.
8. Put on clean diaper and redress the child.
9. Wash the child’s hands following the proper handwashing procedure (use of hand sanitizer is also acceptable for children 2 and older). Return the child to the play area without touching any other surfaces.
10. Clean the diapering surface by spraying it with a soapy water solution and drying with a paper towel or by wiping it with a water-saturated paper towel or wipe.
11. Disinfect the diapering surface by spraying it with disinfectant-strength bleach-water solution (½ – ¾ cup bleach per gallon of water) and wait at least 2 minutes before wiping (or allow to air dry). Another EPA approved disinfectant, used according to directions, can be used instead of bleach and water.
12. Clean your hands by using proper hand hygiene (handwashing or use of hand sanitizer according to directions)
Handwashing Procedure
1. Moisten hands with water and use liquid soap.
2. Rub hands together away from the flow of water for 20 seconds.
3. Rinse hands free of soap under running water.
4. Dry hands with a clean, disposable paper towel or air dry with a blower.
5. Turn off faucet using paper towel.
6. Throw the used paper towel into a hands-free trashcan.
3rd edition, American Academy of Pediatrics, American Public Health Association, and National Resource
Center for Health and Safety in Childcare (2011).
DIAPERING AND HANDWASHING
Diapering Procedure
1. Before beginning the diapering procedure, clean your hands by using proper hand hygiene (handwashing or use of hand sanitizer according to directions).
2. To minimize contamination, prepare for diapering by getting out all of the supplies needed for the diaper change and placing them near, but not on, the diapering surface, for example:
Enough wipes for the diaper change, including cleaning the child’s bottom and wiping the teacher’s and child’s hands before putting on the clean diaper (wipes must be taken out of their container)
A clean diaper
A plastic bag for soiled clothes and a set of clean clothes (if soiled clothing is anticipated)
Non-porous gloves (if used)
A dab of diaper cream on a disposable paper towel (if used)
Changing table paper (if used) to cover the table from the child’s shoulders to feet (in case it becomes soiled and must be folded over to create a clean surface during the change)
3. Place the child on diapering table. Remove clothing to access diaper. If soiled, place clothes into a plastic bag.
4. Remove soiled diaper and place into a lined, covered, hands-free trash container.
5. Use wipes to clean child’s bottom from front to back (one wipe per swipe) and throw away into trash container. The diaper can also be left open under the child during the cleaning step and then discarded with the soiled wipes before continuing with Step 6. If gloves are used, they must be discarded at this time.
6. Use a wipe to remove soil from your hands and throw into trash container.
7. Use another wipe to remove soil from child’s hands and throw into trash container.
8. Put on clean diaper and redress the child.
9. Wash the child’s hands following the proper handwashing procedure (use of hand sanitizer is also acceptable for children 2 and older). Return the child to the play area without touching any other surfaces.
10. Clean the diapering surface by spraying it with a soapy water solution and drying with a paper towel or by wiping it with a water-saturated paper towel or wipe.
11. Disinfect the diapering surface by spraying it with disinfectant-strength bleach-water solution (½ – ¾ cup bleach per gallon of water) and wait at least 2 minutes before wiping (or allow to air dry). Another EPA approved disinfectant, used according to directions, can be used instead of bleach and water.
12. Clean your hands by using proper hand hygiene (handwashing or use of hand sanitizer according to directions)
Handwashing Procedure
1. Moisten hands with water and use liquid soap.
2. Rub hands together away from the flow of water for 20 seconds.
3. Rinse hands free of soap under running water.
4. Dry hands with a clean, disposable paper towel or air dry with a blower.
5. Turn off faucet using paper towel.
6. Throw the used paper towel into a hands-free trashcan.
Wednesday, July 25, 2012
Monday, July 16, 2012
New Additional Notes for ECERS-R, ITERS-R and FCCERS-R
New Additional Notes for all the Environment Rating Scale Tools have been published on the website: http://www.ersi.info/.
Creating Healthy, Sustainable Infant and Toddler GardensFrom the 2012 newsletter of White Hutchinson Leisure and Learning Group
Educating parents and caregivers about the importance of healthy and sustainable infant and toddler gardens is imperative. Getting infants and toddlers outdoors should be a daily activity but what are some of the unique considerations of creating gardens for children this young?
Infants and toddlers experience the natural environment differently than adults or preschool children. Adults typically see nature as a background for what they are doing. Children and infant/toddlers experience nature not as a background for events but as a stimulus for experiences. The world of nature is not a scene or even a landscape but just a sensory experience. Infants and toddlers will want to interact with their outdoor environment. Plants speak to all the senses of infants and toddlers.
Because infant and toddler’s have developing neurological systems it is very important that everything in the garden be non-toxic and healthy. Babies put their hands in their mouths 30-50 times per hour so they are more vulnerable to environmental toxins. Besides, they spend their time on the ground where chemicals are commonly used, either on the lawn or on surfacing materials made of chemicals. I have heard teachers obsess over the choking dangers of natural engineered wood fiber but at the same time put down another type of surfacing without looking at the health risks involved for children this young.
Any type of surfacing including rubberized, plastic grass and certainly the product called “pour in place”, should be tested for lead content prior to it’s use with young children. The vendor should have this information on file in the form of a third party lead testing certificate. They should also have a Materials Data Safety Sheet (MSDS) as this is a requirement for workplace and product safety for those who are installing this product. This sheet will provide the chemical content of the product; it’s toxicity and its health affect on humans. Please read the sheet!!! If a worker has to wear a respirator to install any type of product, do you really want infants and toddlers with developing neurological systems to be on this product at all? If your vendor cannot provide this information on any product you are planning on purchasing, my advice would be to find another vendor who can. Infants and toddlers are relying on us to protect their health and we can never be too safe.
Another health consideration that I have seen with very young children is the use of plastic or artificial grass. While it might seem cool to have green grass during the drought of the summer please remember that plastic grass does have some risks besides possibly containing lead. Sports owners and landscape architects can tell you that a sunny day can turn a lush oasis into a dangerously hot surface. I have been told that lawn temperatures on some artificial grass can be as high as 30-50%F above the air temperature. I am also told that this fake grass can take a surprising amount of maintenance according to landscape architects who have installed it. It has to be hosed down or odors are contained in the grass and if it gets too dirty you may find yourself back to weeding.
Plants used with infants and toddlers should all be checked for toxicity of all plant parts. Some plants have poisonous leaves, some poisonous bark, and some poisonous roots. Check several different sources for plant toxicity. Also look at the safety aspects of the plant materials-are there any parts that could become choking hazards, any parts that can poke/protrude? Select native plants for your area so that they are low maintenance. Use a variety of textures and colors. If you choose to use blooming or scented plants, put them where children this young cannot interact with bees.
Listed below are some tips to use on designing play gardens for infants and toddlers:
Check your soil for any contaminants including lead content
Use plants to separate play spaces and provide a sense of enclosure
Use large shade trees to provide instant protection from the sun
Use plants to create privacy or to screen toxins from the air
Use plants and equipment that are scaled down for infants and toddlers
Provide for varying level changes but you will need ADA access if children using the yard are over two years old
Consider storage and maintenance as part of your design criteria
Follow all safety and licensing requirements
Designing your infant/toddler garden is complex so care should be taken to find the right person to assist you with the design. Good design will not only help the children feel ready to play but can support both the staff’s and parent’s needs.
While you might not be able to implement every suggestion in this article on maintaining healthy outdoor environments for infants and toddlers, every one can do something to help safeguard infant and toddler’s health. Start small and make a few changes and be sure to educate parents along the way. Parents also need support in better understanding how to make their home gardens or outdoor play space healthier for their child.
Educating parents and caregivers about the importance of healthy and sustainable infant and toddler gardens is imperative. Getting infants and toddlers outdoors should be a daily activity but what are some of the unique considerations of creating gardens for children this young?
Infants and toddlers experience the natural environment differently than adults or preschool children. Adults typically see nature as a background for what they are doing. Children and infant/toddlers experience nature not as a background for events but as a stimulus for experiences. The world of nature is not a scene or even a landscape but just a sensory experience. Infants and toddlers will want to interact with their outdoor environment. Plants speak to all the senses of infants and toddlers.
Because infant and toddler’s have developing neurological systems it is very important that everything in the garden be non-toxic and healthy. Babies put their hands in their mouths 30-50 times per hour so they are more vulnerable to environmental toxins. Besides, they spend their time on the ground where chemicals are commonly used, either on the lawn or on surfacing materials made of chemicals. I have heard teachers obsess over the choking dangers of natural engineered wood fiber but at the same time put down another type of surfacing without looking at the health risks involved for children this young.
Any type of surfacing including rubberized, plastic grass and certainly the product called “pour in place”, should be tested for lead content prior to it’s use with young children. The vendor should have this information on file in the form of a third party lead testing certificate. They should also have a Materials Data Safety Sheet (MSDS) as this is a requirement for workplace and product safety for those who are installing this product. This sheet will provide the chemical content of the product; it’s toxicity and its health affect on humans. Please read the sheet!!! If a worker has to wear a respirator to install any type of product, do you really want infants and toddlers with developing neurological systems to be on this product at all? If your vendor cannot provide this information on any product you are planning on purchasing, my advice would be to find another vendor who can. Infants and toddlers are relying on us to protect their health and we can never be too safe.
Another health consideration that I have seen with very young children is the use of plastic or artificial grass. While it might seem cool to have green grass during the drought of the summer please remember that plastic grass does have some risks besides possibly containing lead. Sports owners and landscape architects can tell you that a sunny day can turn a lush oasis into a dangerously hot surface. I have been told that lawn temperatures on some artificial grass can be as high as 30-50%F above the air temperature. I am also told that this fake grass can take a surprising amount of maintenance according to landscape architects who have installed it. It has to be hosed down or odors are contained in the grass and if it gets too dirty you may find yourself back to weeding.
Plants used with infants and toddlers should all be checked for toxicity of all plant parts. Some plants have poisonous leaves, some poisonous bark, and some poisonous roots. Check several different sources for plant toxicity. Also look at the safety aspects of the plant materials-are there any parts that could become choking hazards, any parts that can poke/protrude? Select native plants for your area so that they are low maintenance. Use a variety of textures and colors. If you choose to use blooming or scented plants, put them where children this young cannot interact with bees.
Listed below are some tips to use on designing play gardens for infants and toddlers:
Check your soil for any contaminants including lead content
Use plants to separate play spaces and provide a sense of enclosure
Use large shade trees to provide instant protection from the sun
Use plants to create privacy or to screen toxins from the air
Use plants and equipment that are scaled down for infants and toddlers
Provide for varying level changes but you will need ADA access if children using the yard are over two years old
Consider storage and maintenance as part of your design criteria
Follow all safety and licensing requirements
Designing your infant/toddler garden is complex so care should be taken to find the right person to assist you with the design. Good design will not only help the children feel ready to play but can support both the staff’s and parent’s needs.
While you might not be able to implement every suggestion in this article on maintaining healthy outdoor environments for infants and toddlers, every one can do something to help safeguard infant and toddler’s health. Start small and make a few changes and be sure to educate parents along the way. Parents also need support in better understanding how to make their home gardens or outdoor play space healthier for their child.
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