ABC Quality: Infant Toddler Intentional Teaching Tool Clarification Guide, December 4, 2017

ElementV:TeachingandLearning

Infant-ToddlerIntentionalTeachingTool

TableofContents

StandardA:ResponsiveandSensitiveCare............................................................................3

StandardB:LanguageandCommunication.............................................................................7

StandardC:Guidance............................................................................................................13

StandardD:ProgramStructure..............................................................................................19

StandardE:EarlyLearning.....................................................................................................30

StandardF:Environment.......................................................................................................40

January 2018

StandardA:ResponsiveandSensitiveCare

Theprogramstaffsupportstheemotionaldevelopmentofinfantsandtoddlersthroughwarm,

trustingrelationshipswithfamiliarandresponsiveteachers.

1.Demonstratesphysicalwarmththroughtouching,holding,hugging,patting,rocking,and/orkeepingachildclosetotheteacher’sbody.Clarification:Observeatleast3instanceswhenteachersphysicallyinteractwithchildreninsensitive,carefulandgentleways.Examples:Hugging,cuddling,rubbingachild’sback,holdingachild’shandorrockingachildwhilereadingastory.ObserverNotes:Undernocircumstancesshouldchildrenbeshaken,jerkedaround,pickedupbyonearmorhandledroughlyinanyway.Ifphysicaltouchisusedtocontrolchildren’sbehavior,creditcannotbereceived.OneinstanceofateachernothandlingachildcarefullywillresultinnocreditonthisindicatorandwillbereportedtoChildCareLicensing.

2.Contributestotheoverallpositivetoneoftheclassroom,bybeingrespectfulandcalm.Clarification:Showgenuinecare,affection,andkindnesstowardchildrenandotheradultsintheroom.Positiveorneutraltoneandtalkwillreceivecreditaslongasnonegativeinstancesareobserved.Examples:

- Teacherspeaksincalmvoice.- Afterababybabblesintheteacher’slap,shesmilesandrepeatsthesoundstheinfant

made.- Teachersmilesandmakessillyfaceswithtoddlers.- Teachervalidateschild’sdisappointmentwhenablockstructurefallsandencourageshimto

rebuild.

Negativeexamples:Screaming,yelling,criticism,comparison,bias,favoritismorharsh/angrytoneofvoice.ObserverNotes:Assesstheteacher’stoneandattitudebyobservingthereactionsofthechildren.Neutraltoneandtalkwouldreceivecreditaslongasnonegativeinstancesareobserved.

3.Spendsthemajorityoftimeengagedwithchildren.Clarification:Teachersinteractwithchildrenthroughouttheday,evenduringrequiredroutineresponsibilitiessuchascleaning.Examples:

- Whilewipingdownthetable,ateachertalkstonearbychildrenabouttheirplay.- Whenpreparingforactivities,theteachermaintainsconversationswithchildren.- Teachertalkswithchildrenduringroutinecareactivities.

ObserverNotes:Assessmentincludestimingeachteacher’spersonalconversationsorlackofattentivenessorinteractionwithchildren.Creditwillnotbereceivedifthereisanyextendedlapse(3minutesormore)ofnotinteractingwithchildrenorhavingapersonalconversationwithanotheradult.Ifthereareongoing,multiple(3ormore)personalconversationsbetweenadultscreditcannotbereceived.Whenthereareongoingconversations(3ormore)thetimeframedoesnotmatter.

4.Respondsimmediatelyandappropriatelytosupportachild’sexpressionofemotions.Clarification:Teachersmustacknowledgechildrenastheyexpressawiderangeofemotions.Theinitialresponseshouldimmediately(lessthanoneminute)followtheexpressionofemotion.Anappropriateresponseshouldsupporttheemotioninapositiveway.Theteacherrecognizesthatachild'scryisacallforhelpandthatthechildisunabletohandlethesituationbyhimself.Theteacherfindsoutwhatthechildwants/needsandhelpsthechildhandlehisproblem.Examples:

- Inacalmingvoiceteachersays,“Alyssa,Ihearyoucrying.IneedtofinishJamie’sdiaper.AssoonasIfinish,Iwillcomeandhelpyou.”

- Whenachildsquealswithdelight,theteachersays,“Youdidit!Youstoodupallbyyourself.”

NegativeExamples:

- Theteachersaysthingssuchas:"Stopcrying.""Don'tcry.""It'snothingtocryabout."or"Onlybabiescry."

- Theteacherisdismissiveofachild’semotion,bystating“Youarefine”or“You’reokay,”withoutofferingcomfort.

ObserverNotes:Creditwillnotbereceivedifanyteacherignoresorisdismissiveofachild’sexpressionofemotionwhensupportisneeded.Ifateacherinadvertentlymissesachild’sexpressionofemotionbecausetheyareactivelyengagedwithotherchildrencreditmaystillbeearned.Ifsubstantialchildaggressionisobservedduetothelackofateacherrespondingtoachild’sexpressionofemotion,creditcannotbereceived.

5.Recognizeschildren’sneedforattachmentbydemonstratingpatienceandunderstanding.

Clarification:Theteacherrespondstochildreninawaythatissupportiveandsensitivetobuildchildren’sfeelingsofsecurity.Teacherdemonstratespatienceandresponsivenesswithchildren.Examples:

- Supportschildrenastheyaretransitioningfromhometoschool.- Allowschildrentobecloseandprovidesasecurebasefromwhichtoexplore.- Usesawatch,ask,andadaptstrategytoensurethatchildrenareprovidedadequate

supportandsecurity.- Providescomfortwhenchildrenarescaredorsad.- Talkswithchildrenabouttheirfamiliesthroughouttheday.- Greetschildrenandfamiliesastheyarriveanddepart.

Observernotes:Creditwillnotbereceivedifanyinstanceisobservedofateacherdemonstratingimpatience,isdismissiveof,orisconsistentlydisengagedwithchildren.

6.Respectschildren’sprivacyandmaintainsconfidentiality.

Clarification:Teacherskeepdiscussionsaboutchild’spersonalhistory,background,disabilities,problems/familyinformationprivateandconfidential.Examples:

- Teachersscheduletimestodiscussdevelopmentalprogressofchildren.“Ms.SmithcanIsetupaconferencetotalktoyouaboutDillion?Whenareyouavailable?”

- Teachersusetheprivateofficetocallaparentwhosechildhashurtanotherchild.- Discussionoccursinhallwaywithteacherandparent.“Ms.Lowman,Iregrettotellyouthat

anotherchildbitSuzannetoday.”

Negativeexamples:- “Mandyisourspecialchild,whowethinkhasautism.”- “Brianhadabraintumorwhenhewas6monthsoldandthatiswhyhehasascar.”- “Vanessaisourbiter.”- Publicpostingofallergies/medicationsinplainview.

ObserverNotes:Creditwillnotbereceivedifanyinstanceoftalkingaboutachildinfrontofhimisobserved.Teachertoteacherconversationsaboutchildrenforthepurposeofsharingcaregivinginformationisacceptable.

7.Positionsbodytointeractandengagewithchildrenontheireye-level.Clarification:Observeatleast3instancesofteachersinteractingwithchildrenontheirlevel.Ifanyteacherremainsinonepositiononthechild’slevelduringoverhalfoftheobservation,creditcanbereceived.

Examples:

- Stooporsquatinordertobeclosechildren.- Sit(canbeanadult-sizedchair)whenbringingthechildtoherlevel,suchasplacingachild

inherlap.- Holdbabiesindividuallythroughouttheday.- Cuddlechildrenwhilereadingabookorplayingwithatoy.

ObserverNotes:Theintentofthisindicatoristodeterminethatteachersareengagingwithchildrenontheirlevel.

8.Respectfullyandactivelylistenswhenachildtalksorattemptstocommunicate.Clarification:Mustobserveatleast1instancetoreceivecredit.Recognizethatcommunicationcomesinmanyforms:achildwithdevelopmentaldelaysordisabilitiesusesignlanguage,picturecommunicationorgestures.Examples:0-12months:Aninfantissittingonamatandtouchesorpatstheteacher.Theteacherasks“Doyouwanttocuddleordoyouwantmetopickyouup?”Ifthisisnotwhatthechildwants,theteacherkeepsaskingquestions.12-24months:Raoulistryingtotelltheteachersomethingthattheteacherdoesnotunderstand.TheteacherlistenswithinterestandkeepsaskingquestionswhiletryingtounderstandwhatRaoulistellingher.24-36months:TheteacheriswipingatablewhenEbonycomestoherandtriestotellhersomething.TheteacherstopswipingthetabletolistentowhatEbonyhastosay.Negativeexamples:

- Thechildsays,“Mewenttothezoo.”Theteacherrespondsbysaying,“It’stimetocleanupforsnack.”

- Achildsays,“SingJingleBells.”Theteachersays,“No,it’snotChristmas”.- Afterachildtalks,theteachersays,“shh.”

ObserverNotes:Thisindicatordoesnotnecessarilyrequiretheteachertospeak.Theresponsecanbeobservedbynodding,smiling,eyecontactorexpressedinterestwhileactivelylistening.Anyinstanceofateachernotlisteningrespectfullywhenachildattemptstocommunicatewillresultinnocredit.

StandardB:LanguageandCommunication

Theprogramstaffsupportschildren’slanguagedevelopmentthroughavarietyofpersonaland

meaningfulinteractionsthroughouttheday.

1.Regularlyinitiatescommunicationwithindividualchildren.Clarification:Mustobserveatleast3instancesofspeakingtoindividualchildrentoreceivecredit.Whenusingsignlanguageorgestures,theymustbeaccompaniedbyverballanguage.Communicatingwithchildrenindividuallyincludesconversationspertainingtointerests,explorations,experiencesandenvironment.Examples:

- Whiletheteacherissittingonthefloorwithchildren,shemakesapointoftalkingtoindividualchildren(Thisisdonewithoutarequestorachildtryingtogettheteacher’sattention).

- Theteachertalkswithinfantsandtoddlersaboutwhattheyarehearing,seeing,feeling,smelling,andtasting.

- Theteacherinviteschildrentotalkaboutthearttheycreate.- Theteachermakesspecific,nonjudgmentalcommentsaboutwhatchildrenhavedone:i.e.

“Youputalotoffeathersinthiscorner.”DualLanguageLearners-Theteachersaysatleastafewwordsinachild’shomelanguage,suchasgreetings,wordsforfavoritepeopleandthings,andwordsorphrasesforcommoneventsandroutines.Theteacherisnotrequiredtobefluentinthechild’shomelanguage.ObserverNotes:Thisdoesnotincludespeakingregardingguidancetechniquesorgivinginstructionstochildrenastowheretogoorwhattodo,orwhentheteacheraddressesagroupofchildren.

2.Respondsverballytoalltypesofachild’scommunicationattempts.Clarification:Mustobserveatleast3instancestoreceivecredit.Teachermayrepeatwhatthechildsays,askforadditionalinformation,orgiverelevantcommentstochildren'squestions/comments.Whenchildrenarenon-verbaltheteacherrespondsandencouragesthechild’sattemptstocommunicatethroughaspokenresponse.Examples:

- Childsmileswhilelookingatabookofanimalsandtheteachersays,"Youlikethelittledog,don'tyou?"

- Childispullingonteacher'shandandtheteachersays:"Youwanttogooutside,don'tyou?"- Childsays:"Me."andtheteachersays:"Doyouwanttobeheld?"- Whenchildrencry,grunt,squeal,makelettersounds(goo,da,ma),oruseword/sounds,the

teacherrepeatsthesoundsorwords,encouragingthemtousemoresounds/words.DualLanguageLearners-Imitateandrepeatthechild’smotions,sounds,andattemptsatwordsindifferentlanguagesandinapositiveandencouragingmanner.

3.Modelsbackandforthcommunicationwithindividualchildren.Thisincludesbothverbalandnon-verbalexchanges.Clarification:Mustobserveatleast3instancesofbackandforthcommunicationtoreceivecredit.Backandforthcommunicationisdefinedashavingatleastonefullexchangewherethecommunicationcontinuesfollowingaresponse.Babysignsmaybeusedbeforechildrenareverbal.Signs,pictures,orgesturesmaybeusedforchildrenwithdevelopmentaldelaysordisabilities.Examples:Non-verbalchild:

- Achildisstickingouthistongueandtheteacherimitatesthenon-verbalchild,whothenrepeatsagain.

- Simplewordcommunicationgamescanbeused,suchas“peek-a-boo.”- Teacherwaveshellotoachildastheyenter.Thechildsmiles.Theteacherthenmotionsfor

thechildtocomefurtherintotheroom.Verbalchild:

- Theteachersitsnear18-month-oldToby,asheplayswithatoycar.Teacherasks,“Whereisyourcargoing?”Childresponds,“Topark.”Teachersays,“Oh,whatwillyoudoatthepark?”

4.Helpschildrenconnectwordswithactionsbyusingself-talk.Clarification:Self-talkistheteacherdescribingwhatheorsheisdoingasitisbeingdone.Mustobserveatleast1instancetoreceivecredit.Examples:

- Asateacherpicksupachildshesays,“I’mpickingyouupnow,soIcanchangeyourdiaper.”- Teachersays,“Iamputtingthetoysoverheresoyoudon’ttrip.”- Duringpretendplayatthekitchen,theteacherstates,“I’mputtinglunchintheovenright

now.”ObserverNotes:Theintentofthisindicatoristolinklanguagewithactions.Payattentiontowhoisdoingtheaction.Theteachershouldbesayingwhathe/sheisdoingasitishappening.Observethatthelanguageisoccurringsimultaneouslywiththeaction.

5.Helpschildrenconnectwordswithactionsbyusingparalleltalk.Clarification:Paralleltalkistheteacherdescribingwhatthechildisdoing,seeing,andhearing,asithappens.Mustobserveatleast1instancetoreceivecredit.Examples:

- Teachersays,"Youareholdingthebottleallbyyourself!"- Achildisclappingherhandsandtheteachersays,“Youareclappingyourhands.”- Achildisbuildingatowerintheblockcenter.Theteacherstates“Lookatyoubuildingatall

tower.”- Teacherstates,“LookatLuisandMary.Theyarepretendingtobakeacake”.- Achildisexcitedthattheywentdowntheslideandteacherstates“Youhaveabigsmileon

yourfacebecauseyouwentdowntheslide.”- Achildislookingathishands.Teacherstates,“Lookatyourhands,Jalen.Youaremoving

yourfingers.”ObserverNotes:Paralleltalkisastatement(notaquestion)ofwhatachildisdoingasithappens.Askingachild,“Areyoubringingmethecup?”wouldnotreceivecredit.“Youarebringingmethecup”wouldreceivecredit.

6.Encouragesandsupportsindividualchildrenincommunicatingandlabelingtheirfeelings.Clarification:Mustobserveatleast1instancetoreceivecredit.Teachersshouldencouragechildrentotalkaboutalltypesoffeelings:sad,happy,excited,tired,hungry,frightened,likes,dislikes,etc.Useactions,facialexpressions,and/orwordstoreflectwhatachildseemstobecommunicating.Teacherdiscussesandlabelsachild’sfeelingswhileaskingquestionsorofferingcomfort.Examples:Non-verbalchild:

- Theteachertellsachildhowhethinksthechildfeels.Iftheteacherguessesthewrongthing,hekeepsaskinguntilthechildletshimknowhe’sright.

- Followingadiaperchangetheteacherstates,“Youfeelbetternowthatyouareallclean.”- Achildcriesduringdrop-off.Theteachersays,“Iseeyouarecrying.Itmakesyousadwhen

Mommyleavesforwork.”- Achildcrieswhentheteacherstopsrockinghim.Theteacherbeginsrockingagainandsays,

"Youdidn'tlikemetostoprocking,didyou?"

Verbalchild:- Atoddlerhugsastuffeddogandsays,"Doggie"andtheteachersays,"Youloveyourdoggie,

don'tyou?- “Achildisexcitedthattheywentdowntheslideandteacherstates“Youhaveabigsmileon

yourface!Youlookhappythatyouwentdowntheslideallbyyourself.”ObserverNotes:Whenteacherasksquestionsorofferscomfortwithoutspecificallydiscussing/labelingachild’sfeelings,thisdoesnotcountasanexampleofthisindicator.

7.Asksindividualchildrensimple,open-endedquestionsandwaitsforaresponse.Clarification:Mustobserveatleast3instancesofdifferentopen-endedquestions.Open-endedquestioncannotbeansweredwithyesornoandhavenorightorwronganswers.Waittimeisdefinedasapausefollowingaquestiontoallowthechildtimetorespondbeforecontinuingtheconversation.Thisisstillexpectedwhenchildrenarenon-verbal.Examplesofopen-endedquestions:

- Whereisthetruckgoing?- Whatdoyouthinkyouneedtogetforthekitty?- Howcanwefixit?- Whatdidyouseeatthezoo?”- Whatdoyouthink….?- Howareyoufeelingtoday?

ObserverNotes:Whileteachersmayaskmanyquestions,creditmayonlybereceivedforopen-endedquestions.Yes/Noquestionsorquestionswithoneanswerarenotopen-ended.Open-endedquestionshavemultiplepossibleanswersandencouragelanguagedevelopmentandthinkingskills.

8.Expandschildren’svocabularybyelaborating,extending,andsharinginformation.Clarification:Observeatleast1instanceofexpandingchildren’svocabularythroughrichconversations.Theteachermustaddatleastthreepiecesofinformation.Examples:

- “Lookatthesquirrelwiththelong,fluffytail!Itisrunningandjumpingallovertheyard.”- “Seetheyellowdaffodil.Itgrowsintheground.Itneedssunandwatertogrow.”- “Holameans‘Hello’inSpanishand‘Adios’meansgoodbye.Spanishisanotherlanguageor

waytospeak.”ObserverNotes:Conversationswheretwoteachersprovideinformationsimultaneouslywillcountasoneinstance.Thiscanoccurduringgrouptimes.

9.Usesverbalplaytohelpchildrenlearnthefoundationsoflanguageandearlyliteracy.Clarification:Observeatleast2differentexamplesofverbalplay.Verbalplayisafuninteractionthatencourageswordand/orsoundexperimentation,manipulationoracquisition.Examples:

- Playingbackandforthwithsounds,coos,orbabblesbasedonaninfant’sinterest.- Lapreadingandreadingsimplestories.- Talkingaboutpicturesinbooksorondisplay.- Sayingorsingingrhymes,poems,andfinger-plays.- Playingsoundgames,suchasimitatingvariousanimalsoundswithchildren.- Encouragingchildrentohelpyoumakeupsillystoriesorsongs.- Singingsongsaschildrenshowinterest.- Makingstoriescomealivebyusingdifferentvoicesandbodymovements.- Experimentingwithloud/softandfast/slowrhythms.- Usingpuppetsandstuffedanimalstoactoutsongs,rhymes,andstories.- Playinggamesfromdifferentculturesthatincludehandmotionswithwords,suchas“Pat-a-

cake,”“TodosLosPescados”and“ItsyBitsySpider.”Anyoftheseexamplescanbedoneinvariedlanguagestoenrichtheexperience.Anyoftheseexamplescanbedoneinachild’shomelanguagetosupportDualLanguageLearners.

10.Facilitatespeer-to-peercommunicationtopromotesocialinteraction.Clarification:Childrenshouldhavetheopportunityforpeerinteractionbybeingcloseenoughtoeachothertoengageincommunication(verbalornon-verbal).Considerationisgiventoeachchild’sinterests,abilitiesandtemperament.Ifachildusesaspecificcommunicationtechnique,theteachertakesspecialcaretofacilitatepeer-to-peercommunicationtobuildclassroomcommunity.Recognizingthatsomechildrenmayneedtobeeasedintogroupsettingsattheirownpace,teachersshouldstillprovideopportunitiesforchildrentobenearenoughtoeachothertosupportlanguageandcommunicationattemptsandopportunitiesastheywish.Examples:

- Non-mobileinfantsareplacedonthefloorneareachother,sotheyhaveopportunitiestopositivelyinteract.

- Childrensitatatablewherecommunicationiseasyduringeatingroutines.

NegativeExamples:

- Teacherisolateschildtoplayalone.- Childrenareplacedinconfiningequipmentthatisawayfromotherpeers.

ObserverNotes:Childrenmustbeallowedtohaveopportunitiesforcommunicationbynotbeingconfinedorisolatedforthedurationoftheobservation.Observeanddocumenthowteacherscreateopportunitiesforchildrentobeneareachother.Notespecificallyhowtheyencouragepeer-to-peerinteraction(vsisolatingchildrenincribsordevices).Ifchildrenareinconfiningequipment,butareplacednearandaroundotherchildrensothatcommunicationispossible,creditcanbereceived.Creditnotbereceivedifanychildisisolatedorconfinedwithouttheabilitytocommunicatewithpeersfortheentireobservation.

11.Encourageschildrentocommunicateandsharelanguagewitheachother.Clarification:Observeatleast2instancesofteacherspromptingchildrentocommunicatewith,engagewith,ornoticeeachother.Examples:

- Teacherplacesanon-mobilechildonthefloorandsays,“I’mputtingyouherebySamsothatyouguyscantalk.”

- Teacherencourageschildrentointeractwithpeers.- Onechildiswatchinganotherchildplayingwithblocks.Teacherasks,“Wouldyouliketo

playwithblockstoo?”- Encouragechildrentonoticewhatothersaredoingwhentheyarepretending.“Seetheway

Mayaisusingtheblockforaracecar.”Or“LookatLuisandMary.Theyarepretendingtobakeacake.

StandardC:Guidance

Theprogramstaffguideschildren’ssocialskillswithrespecttoeachchild’sdevelopment,culture,and

abilities.

1.Usespositiveguidancetechniques.Clarification:Toreceivecredit,1positivestrategymustbeobserved.Ifnoinstancesofdisruptivebehaviorsoccurduetotheteacherusingeffectiveclassroommanagementstrategies,suchasConsciousDiscipline,PBS(PositiveBehaviorSupports)orPBIS(PositiveBehavioralInterventionsandSupports),creditwillbereceived.Examples:Redirection:

- Onechildtakesatoyfromanother.Theteachergentlytakesthechildtoanotherpartoftheroomandgiveshimanothertoy.Thenshegoesbacktothechildwhohadthetoytoseeifthatchildisokay.Teacherprovidesaverbalcueforre-directions.

Anticipation/eliminationofpotentialproblems:- Ifachildisinthebitingstage,heiscloselywatchedwhennearotherchildren.Theteacher

staysclosetoactquicklytopreventmostbiting.Thechildisprovidedmanyappropriatethingsonwhichtochew.

- Whenyoungchildrenclustertogether,therearelikelytobedisputesovertoys,sotheteacherwillwatchforclusteringandgentlymoveeachchildtootherareasoftheroomandprovidetoysforeachchildtouse.

- Ateacherprovidesachildtheircomfortitemtoavoiddistress.OfferingChoices:

- Atoddlerthrowsablock.Theteachersays,“Blocksareforbuilding.Ballsareforthrowing.Wouldyouliketobuildwithblocksorwouldyouliketothrowballsinabucket?”

- Ifatoddlertriestograbatoyfromanotherchild,offertwoothersimilartoystochoosefrom.

Modelingsafepractices:- Explainwhyandhowunsafeactionscanhurtthemandothers.

Negativeexamples:

- Confinementtoacrib,swing,bouncyseat,bucketseattableorexersaucerasaresultofthechild’sbehavior.

- Theuseoftime-out.- Theuseofthreatssuchas,“Doyouwantmetocallyourdaddy?”or“I’llputthetoysawayif

youcan’tsharethem.”ObserverNotes:Ifanyinstanceofnegativedisciplineisobserved,creditisnotreceived.

2.Guideschildren’sbehaviorbytellingthemwhattodowhenanundesirableordisruptivebehavioroccurs.Clarification:Mustobserveatleastoneteacheruseapositively-phrasedguidancestatement.Positiveguidancestatementstellchildrenwhattodo.“No”isusedonlyinanemergencysituationtopreventharm,andisfollowedimmediatelybyadescriptoroftheappropriatebehavior.Anemergencysituationiswhenapersonisinimmediateriskordanger.Ifnoinstancesofdisruptivebehaviorsoccur(duetoteacherpreventing,modeling,and/orcontributingtotheoverallpositiveclassroomclimate),creditwillbereceived.Examples:

- “Walk”,insteadof"No,don'trun."- "Feetstayonthefloor",insteadof"NoClimbing."- “Usegentletouches”insteadof“Nohitting.”- “Webuildwiththeblocks,”insteadof“Stopthrowingtheblocks.”

ObserverNotes:Insomeinstances,usingdirectlanguagesuchas“stop”and“no”isappropriateforchildrenwithbehaviorplans.Therefore,youmayneedtoaskasupplementalquestiontodetermineifateacherisimplementingstrategiesfromaplan.Ifmorethan2negativephrasingsareobserved,creditcannotbereceived.

3.Demonstratesconsistencywithallchildren.

Clarification:Childrenaregivenequitablesupport,access,attentionandopportunitiestoparticipate.Teachersdemonstrateconsistentand/orunbiasedtreatmentofallchildren.Examples:

- Teacherensuresthatnon-mobilechildrenorthosewithlimitedmobilitycanaccessmaterialsorgroupexperiences.

- Teacherspeaksinthechild’shomelanguagesothatDLL’scanfullyparticipateinanactivity.- Teacherallowsallchildrenaccesstoallmaterialsregardlessofgender.- Teacherestablishesexpectationsforbehaviorandreinforcesthemconsistentlywithall

children.Negativeexamples:

- TeachercallsMarquisa“badboy”whenhepullstoysoffshelf.- Achildcannotaccessmaterialsliketheirclassmatesduetoadisabilityandno

accommodationsaremade.- Teachertellsthechildrenthatonlyboysplayinblocksandonlygirlsplayinhousekeeping.- Teacherdisciplinesonechildforpullingoutmaterialswhileallowinganothertoplaywith

them.ObserverNotes:Anyinstancesofnamecalling,labeling,inconsistentand/orbiasedtreatmentofchildrenwillresultinnocredit.

4.Modelsandpromotespositivepeerinteractions.Clarification:Toreceivecredit,childreninteractwitheachotherandtheadultisinvolvedwithmodeling,languageorothersupportsforthepurposeofsupportingsocialskilldevelopment.Ifachildusesaspecificcommunicationtechnique,theteachertakesspecialcaretofacilitatepeer-to-peercommunicationtobuildclassroomcommunity.Mustobserveatleast1instance.Examples:

- Teacherencouragesbabiestobegentleandkindwhentouchingeachother.- Teacherhelpschildrenresolvedifferencesbyexplainingwhatishappeningasitoccursand

labelsemotionsforwhatthechildmightbefeeling-“Youwantedtoplaywiththatdoll?Javonisplayingwithitnow.Let’sseeifwecanfindanotheroneontheshelfforyou.”

- ChelseygrabsadollfromJada.TheteachersaystoChelsey,“Jadaiscryingbecauseyoutookherdoll.LetmehelpyougivethedollbacktoherandyoucanplaywiththisdollthatisjustlikeJada’sdoll.”

- Teachersays,“Youarebothfriends.Howcanyouhelpeachothercleanthismessup?”- Teacherpromptschildrentousemannerswitheachother.Teachersays,“Tellherthank

you.Thatwasniceofhertoshowyouhowtoputthepuzzlebackintherightplace.”Or“Say‘excuseme’whensomeoneisinyourwayandyouneedtogetby.”

ObserverNotes:ThisindicatordiffersfromStandardV.B:LanguageandCommunication,Indicator10inthatthisindicatorrequiresteacherstobeintentionallyinvolvedinpromotingsocialskilldevelopment.Indicator10inLanguageandCommunicationsimplylooksforwaysteachersphysicallypositionchildrentoenablethemtointeractandcommunicatewitheachother.

5.Encourageschildrenbyacknowledgingefforts,accomplishmentsandhelpfulbehaviors.Clarification:Mustobserveatleast1instancetoreceivecredit.Examples:

- Teacherasksachildtoputabookontheshelf,andthechildputsthebookontheshelfimmediately.Teachersays“Thankyou”becausethechildcomplied.

- Ifachildhelpspickuptoyswithoutbeingasked,theteachershouldsaywhysheisthankingthechild."Youhelpedmepickupthetoys,thankyou."

- Achildgoesdowntheslide.Theteacherstates,“Youhaveabigsmileonyourface!Youlookhappythatyouwentdowntheslideallbyyourself.”

- Aninfantreachesforarattle.Teachersays“Youarestretchingyourarmouttogettherattle.Keeptrying!Iknowyoucandoit!”

- Afterachildwasheshishands,“Lookatyou!Youwashedyourhandsallbyyourself.Yourememberedtosingthesong.”

6.Demonstratesrealisticexpectationsforeachchild.Clarification:Realisticexpectationsshouldbebasedonachild’sage,development,culture,andspecialneeds.Toreceivecredit,1positivestrategymustbeobserved.Examples:

- Teacherturnschildren’saccidentsintolearningopportunities.Accidentsarehandledcalmly,individually,andasprivatelyaspossible.Teachersaysinagentlevoice,"Youspilledthemilk;Let’scleanituptogether.”

- Teachershowsacceptanceofmistakesorfailures.“Oops,thatdidn’twork!Let’strysomethingelse.”

- Teacheracceptsgettingmessyaspartofachild’splayandlearning.Negativeexamples:

- Childrenareforcedtoshare.- Mandatorycircletime(childrenmadetositinwholegroupwhentheyarenotengaged).- Extendedwaittimes.- Shamingchildrenforamistake.

ObserverNotes:Anunrealisticexpectationiswhenteachersassumechildrenshouldbeabletodosomethingthattheyarenotyetcapableofdoing.Ifmorethanoneunrealisticexpectationisobserved,creditisnotreceived,regardlessofwhethertheunrealisticexpectationsarethesametyperepeatedlyormultipletypes.Theteacherusingtheword“share”doesnotmeanthatcreditcannotbereceived.Observetoseehow“sharing”impactsthechildren.Ifsharingcausesanegativereactionorachildisforcedtoshare,countasoneinstance.

7.Designsandmanagestheclassroomenvironmenttopromotepositiveinteractions.Clarification:Physicalspaceandclassroommanagementstrategieseffectivelyguidebehavior,facilitatepeerinteractionandenhanceengagement.Threeexamplesmustbeobservedforcredittobereceived.Examples:

- Teachermovestheblockshelftoopenupadditionalspacetoaccommodatetwochildrenbuildingatowertogether

- Teacherrelocatesasmallgroupofexcitedchildrentoalargerareaoftheroomduringamusicandmovementactivitytoalleviateovercrowding.

- Atleast4setsofduplicatetoysareprovided.- Lowshelvesareorganizedtoseparatespace,increasevisibilityandallowaccessand

protectionforchildrentoenterintoplayactivities.- Softareasareprovidedforchildrenwhoneedaspacetobealone.- Teachersrearrangeormodifyflexiblespacestosupportself-directedplayactivitiesbasedon

children’sinterests.

Negativeexamples:- Circletimeescalatesintochaosascryingchildrenclimballovertheteacherandeachother

inasmallcrampedcircletimeareawithoutintervention.- Childrenusealargespacetorunfromsidetoside,thusrunningoverotherstryingtoplayin

designatedspaces.- Childrenplayinovercrowdedareaswithminimalmaterials,causingdisruptivebehaviorsto

occur.ObserverNotes:Focusonclassroomarrangementandenvironmentalissuesthatimpactchildren’sbehavior.Creditcannotbereceivedifonenegativeexampleisobserved.

8.Anticipateschildren’sactionstopreventpotentialconflictordangerbyinterveningwhenappropriate.Clarification:Ifnoinstancesofdangerousoraggressivesituationsoccurduetoteacherinteraction,prevention,modeling,and/oroverallpositiveclassroomclimate,creditwillbereceived.Creditcanbereceivedifchildrenareobservedtobeinaggressiveordangeroussituations,iftheteacheraddressesthechild’sbehaviorinanappropriatewaytopreventasecondoccurrence.Examples:

- Teacherpatientlyredirectschildrentohelpguidethemtowardcontrollingtheirownimpulsesandbehaviors.

- Teachersitsnearchildreninplayandpositionsherselfasasupportfornon-mobileinfantstoplayneareachotherwithoutclimbingontopofeachother.

- Teacherwaitsuntilchildrenfinisheatingsnackbeforediaperingachildtopreventanymishapsduringthemeal,suchaschildreneatingoffeachother’splatesorfoodthathasdroppedonthefloor.

- Teachermovesintotheblockareatopreventachildfromclimbingontheshelf.

StandardD:ProgramStructure

Theprogramisstructuredandorganizedtoindividualizecareingroupcaresettings.

1.TheroommeetstheABCratios.Clarification:Applyratiostotheyoungestchildinagegroup.Ratiosaredeterminedbythenumberofteachers:children.Theindicatorwillbeassessedonboththeobservedandtheenrollednumberofchildrenintheclassroom,andwillbescoredbasedonthegreaterofthetwo.

AgesofChildren ObservedRatio EnrolledRatio

ObserverNotes:Ratiosareassessedbasedontheageofyoungestchildintheroomandnotmajorities.Inamixed-ageroomwithtwosandthrees,thetwo-year-oldratiowillbeapplied.IftheclassroomisobservedtonotbeincompliancewithABCratios,creditcannotbereceived.

AgeofChild ABCRatio0-12months 1adult:4children12-24months 1adult:5children2-3years 1adult:7children3-4years 1adult:11children

2.TheroommeetstheABCgroupsize.

AgesofChildren ObservedGroupSize EnrolledGroupSize

Clarification:Applygroupsizebasedontheyoungestchildinagegroup.Groupsizeisdeterminedbythetotalnumberofchildreninasingleclassroom.Theindicatorwillbeassessedonboththeobservedandtheenrollednumberofchildrenintheclassroom,andwillbescoredbasedonthegreaterofthetwo.ObserverNotes:Inrareinstances,verylargeclassroomswithdividersatleast4feettallmaybeconsideredseparateclassroomspaces.Theymustprovideforthefollowing:equallyequippedwithlearningmaterialsandfurnishingsoneachsidetobeconsideredadistinctclassroom,separatelystaffedpereachgroupconsideredtobeaclassroom(teachersdonotcross-supervise);childrendonotallgatherononesideortheother/childrenarekeptasonegroupineachsidetobeconsideredaclassroom;andeachspacetobeconsideredaseparateclassroomisequippedwiththeirownbathroom,sinks,changingtablesandotherroutinecarefurnishings.

AgeofChild ABCGroupSize0-12months 812-24months 102-3years 143-4years 22

3.Onadailybasis,childrenremainintheirenrolledclassroomforthemajorityoftheday.

Clarification:Smallgroupsofchildrenfromdifferentclassroomsmaycometogetherwithouttheirassignedteacherfornomorethan15%ofthecenter’sdailyhoursofoperationduringtimessuchasarrival/departurewhenenrollmentislow.

Hoursofoperation 15%ofhours

4hours 35mins.

6hours 55mins.

8hours 1hour10mins.

10hours 1hour30mins.

12hours 1hour45mins.

InterviewQuestions:Director:

- Doyougroupchildrenintheearlymorning/lateafternoon?Ifso,how?Teacher:

- Ifyouwereatmaximumratioinyourroom,andanotherchildarrivedthatwouldplaceyououtofratio,howwouldyouhandlethatsituation?

- Isthereanytimewhenchildrenarenotintheirassignedclassroom?Ifso,pleaseexplain.Whoiswiththechildren?

ObserverNotes:Youareconsideringgroupingandshifting.Observetheroomenrollmentandusetheinterviewquestionstodeterminehowtheprogramtypicallymanagesstaff:childratios.Checkschedule,notehoursofoperation,calculate15%oftotaloperatinghours.Next,calculatetimewhenchildrenaregroupedtogetherandinterviewteacher(s)ifneeded.Creditcannotbereceivedifanychildisshiftedfromclassroomtoclassroomtomaintainratiocompliance.

4.Children’sexposuretounfamiliarteachersislimited.Clarification:Theintentofthisindicatoristhattheprogramisdesignedtolimitthenumberofadultsthatchildrenlearntotrust.Topromoteattachment,theprogramassignsonlyasmallnumberofconsistentpeople(includingnomorethan2floaters/substitutes)tocareforeachchildregularly.InterviewQuestionsDirector:

- Howdoesyourprogramhandletheabsenceofanassignedteacher?- Howdoyouhandleteacherstakinglunchorbathroombreaks?- Howmanyfloatersareassignedtoeachclassroom?

Teacher:- Whenyouareunabletocometoworkwhofillsinforyou?- Whocoversforyouwhenyoutakebreaks?

ObserverNotes:Thenamesofteachingstaffmaybepostedinoroutsidetheclassroom.Astaffingplan,trackingsheet,orteacherassignmentlistcanalsobeshownasevidenceforthisindicator.Ifaconsistentgroupingscheduleisused,thencreditcanbereceived.Ifprogramshavemultipleadultsthatflowinandoutoftheroom,childrenarenotexperiencingaconsistentcaregivingenvironment.Creditcannotbereceivedifshiftingofchildrenoccurs,theprogramhasmorethan2floaters/substitutesusedintheclassroom,orprogramallowsstudentstoobserve,toworkinorinteractwithchildrenonarotatingbasis(lessthanafullsemester).

5.Eachchildisassignedaprimaryteacher.Clarification:Aprimaryteacherhasassignedresponsibilitytocertainchildrenandisresponsibleforthosechildren’scare.Theprimaryteachercarriesoutmostroutinecaregivinginteractionswiththechild(diaperchanges,feeding,andcommunicationwithfamiliesatdropoffandpickup,completionofdevelopmentalassessments,documentationofdailyactivities,etc.).Primarycaredoesnotmeanexclusivecare.Itmeans,thatallpartiesknowwhohasprimaryresponsibilityforeachchild.Eachchildcanbeassignedupto2primaryteachers(duetostaffingchangesduringtheday).Theassignedprimaryteachersmustcoverthemajorityoftheday(8-9hours).Examples:Iftherearetwoteachersinaroomwithteninfants,thetwoteacherscanshareresponsibilitiesforthechildrenaccordingtotheirneedsatanygivenmoment.However,theintentandfocusshouldbeontheprimaryteachercarryingouttheirchildren’sroutinecareactivities,exchanginginformationwithparentsanddocumentingactivitiesand/orexperiences.Eventhoughachild’steachermaychangebasedonateacher’sworkschedule(e.g.,lunch,assignedhours,daysoffduringtheweek,etc.),everyeffortmustbemadetokeepthesameteachersintheirassignedclassroomwiththeirenrolledchildrenthemajorityofthetime.InterviewQuestions:

- Howdoyoudecidewhocaresforeachchild’sroutineneeds?- Howdoyoudivideclassroomresponsibilities?

ObserverNotes:Observeorinterviewfortheassignmentofprimaryteachers.Iftheteacherhasadditionalduties,suchasdirector,cook,bookkeeper,orbusdriver,whichinterferewiththeirclassroomresponsibilities,theyarenotconsideredaprimaryteacher.Ifthereisoneteacherfortheclassroomwhohasashiftthatcoversthemajorityoftheday(8-9hours),thencreditcanbereceived,becauses/hewouldbemeetingthechildren’sneeds.Creditcannotbereceivedifshiftingofchildrenoccurs.

6.Thedailyroutineincludeshandwashingwithsoapandwaterforteachersandchildren.Clarification:Teachersandchildrenwashhands(orhavehandswashed)withsoapandwaterbeforepreparing/eatingamealorsnack,afterdiapering/toileting,returningfromoutsideandaftercontactingbodilyfluidsorcontaminateditems(sandandwater,playdough,animals)aspartofthedailyroutine.ObserverNotes:Creditcannotbereceivedwhenthereisafullabsenceorneglectofhandwashingwithinanygivenroutine.Ifattemptsaremade,butsomeproceduralstepsaremissedonoccasion,creditcanbereceived.Handsanitizercannotbeusedinplaceofproperhandwashing.

7.Teachersusedailyroutinesand/ortransitionsasopportunitiestoengagechildren.Clarification:Dailyroutinesincludesleeping,eating,diaperingandtoileting.Transitionsoccurwhenthereisashiftinoneactivitytothenext.Mustobserveatleast1instanceofapleasantinteractionduringaroutineortransition.Teachersengagewithchildrenduringroutinecareactivities.Examples:RoutineCare:

- Whenachildisgettingreadyforsleeptheteachersingsasoftsongorreadshimastory.- Singingsongswhilehandwashing.- Usediaperingasatimetoplaygames,singsongsandtoenjoytalking/playing.- Infantsareheld/talkedtowhilebottlefeeding.- Playing“NameThatBodyPart”whiledressingorchanginginfantsandtoddlers.- Teacherssitatthetableandtalkwithchildrenwhiletheyareeating.

Transitions:- Singingwhilecleaning-up.- Movementactivitywhenpreparingtogooutside.- Aschildrencometothetableforlunch/snackateacherengagesthemwithafinger-playuntil

everyoneisready.ObserverNotes:Creditcannotbereceivedifanyteacherdoesnotengagewithchildrenduringaroutine,orchildrenareobservedwaitingwithnoactivityforlongerthan3minutes.

8.Teachersconductsmoothtransitions.ú

Clarification:Teachersplanfortransitions,whichincludemovingfromoneactivitytoanother,introductionofnewmaterials,oradjustmentstonewclassroomsettings.Teachersshouldprovidesupportduringthesetransitiontimestohelpchildrenfeelsecureandensuretheyareabletograduallyadjusttotheirsettings.Observe1instanceofasmoothtransitionorinterviewforstrategiestoreceivecredit.

Examples:

- Teacherletschildrenknowaheadoftime(eitherverballyorwithpicturecards)whentransitionsarecoming.

- Teachermodelsuseofnewmaterials.- Childrenareallowedtousetransitionobjects,i.e.comfortitemsor“loveys.”

NegativeExamples:

- Childrenareunrulyduetounplannedtransition.- Childrenareexhibitingunwantedbehaviorsatthelunchtablebecausetheyarewaitingfora

meal.- Childrenarerunningaroundduringthetransitiontooutside.- Childrenaredistressedduetonewclassroomspace.

InterviewQuestions:

- Howdoyoupreparechildrenforlunch,naptime,andoutsideplay?

- Doyouallowchildrentousecomfortitemsor“loveys”?- Howdoyouintroducenewmaterials?

ObserverNotes:Interviewquestionsareonlyusedifatransitionisnotobserved.Creditcannotbereceivedifachaotictransitionisobserved.

9.Accommodationsaremadeduringdailyroutinestomeetchildren’sindividualizedneeds.Clarification:Dailyroutinesincludesleeping,feeding,diaperingandtoileting.Accommodationsmustbemadetomeeteachchild’sindividualneeds.Theindividualneedsofeachchildwilldeterminetheroutine.Examples:Sleeping:

- Achildisallowedtorestifsleepy.- Acozycornerisprovidedifchildissleepy.- Forinfants,considerplayingsoftmusicincludingmusicfromtheirhomeculture,loweringthe

lights,andquietingtheenvironment.- Forolderchildrenwhochoosetheirownsleeppositions,rubbingtheirbackmayhelpthem

relaxandfallasleep.- Childrenwhoarenotsleepyduringaresttimeareallowedquietactivities.

Feeding:- Asupplementarysnackisprovidedifchildishungry.- Whenaninfantshowsearlysignsofhunger(e.g.,beginningtostirwhensleeping),begin

preparingfoodormilksoitisreadywhenthechildisreadytoeat.- Allowenoughtimeforchildrentofinishbottlesorfood.- Atoddlerwhoisnoddingoffduringlunchisallowedtosleepandfoodissavedforlater.

Toileting/diapering:- Diapersarechangedasneeded.- Childrenarenotdiaperedasagroup,oneaftertheother.- Childrenareallowedtousetherestroomastheneedoccurs.- Ifchildrenaretakentotherestroomasagroup,individualpromptingandsupportis

provided.Childrenwhoarenotdirectlyinvolvedintoiletingareprovidedanotherengagingactivity.

InterviewQuestions:

- Ifachildissleepybeforenaptime,howdoyouhandlethat?- Ifachildishungrybeforelunch,howdoyouhandlethat?

ObserverNotes:Demandsoftheroutineshouldnothindertheindividualneedsofeachchild.Anynegativeinstanceswillresultinnocredit.

10.Family-stylediningispracticedduringamealservicetoencourageindependenceandsocialization.

Clarification:Family-stylediningiswhenchildrenareencouragedtoparticipateinmealroutinesandservethemselveswithsupervisionandsupport.Theteachersitsandengageswithchildrenduringmealsandmodelssocial/mealtimebehaviors.Childrenareencouragedtointeractandengagewitheachotherandtheteacherduringmealservices.Teachersinteractwithchildrenduringfeedings.Teachersoftoddlersandtwosclassroomssitwithchildrenatthetableforthedurationofthemeal.

Examples:

Infants:Childrenparticipateinthemealservicebyholdingtheirbottleorfeedingthemselvesastheyareable.Theteacherholdsinfantsduringbottlefeedingandengageswiththem(verballyand/ornon-verbally).Teachersencouragechildrentocommunicateaboutthemeal,suchaslike/dislike,alldone,orstillwantmore.

ToddlersandTwos:Childrenparticipateinthemealbysettingthetable,helpingpassoutnapkins,passingfoodtoeachotherand/orthrowingawaytrash.Child-sizedutensilsandservewareisprovidedtopromoteindependentuse.Childrenfeedthemselvesastheyareable.Theteachereatswiththechildrenandmodelsskills/behaviors(handlingfoodandmealmanners).Childrensittogetherwiththeteacheratthetableforthemealservicetopromotesocialskills.InterviewQuestions:

- Howdoyouhandlethelunchroutine?- Whatdoyoudowhilethechildreneat?- Whoservesthefood?

ObserverNotes:Thereare3componentstothisindicatorandallmustbepresentforcredittobereceived:childrenparticipateinthemeal;teachersitswithchildrenandmodelssocialbehaviors;andchildrenareengagedwitheachotherduringthemeal(exception:Infantswhoarebeingbottle-fed).Creditcannotbereceivedifchildrenarefedwithoutcontinuedteacherinteraction.Intoddlersandtwosclassrooms,iftheteacherdoesnotsitwithchildrenforthedurationofthemeal,thencreditcannotbereceived.Ifamealserviceisnotobserved,interviewforinformationabouteatingroutines.

11.Followsapredictabledailyroutine/schedulesochildrencanlearnsequencesofeventsandfeelmoresecure.Clarification:Theclassroommusthaveaschedulethatiscurrent,postedandgenerallyfollowed.All3ofthesecomponentsmustbemetinordertoreceivecredit.Schedulesshouldbeflexibletoaccommodatespecialevents/weather,andbasedonindividualneedsandinterests.Examples:

- Thereisaplanned,postedscheduleofdailyroutinesandgeneralactivitiesfromwhichchildrenlearntopredictwhatwillhappennext.

- Schedulesareflexible,adaptedtoaccommodateindividualandgroupneedsandallowchildrentocomeandgo.

ObserverNotes:Exampleforgenerallyfollowed:Iftheschedulestatesthatchildrentypicallygooutsideduringacertaintimeframeandtheobservationoccursduringthattime(weatherisnotanissue),lookforindicationsthatpreparationwouldnormallyoccur.Ifnot,scoretheindicator“no”.Theschedulecanbepostedinsideordirectlyoutsideoftheclassroom.12.Child-directedactivitiesareprovidedforchildrenbasedontheirinterest.Clarification:Allowallchildrentomakechoicesinmaterials,activities,andplaymates.Forsomechildrenwithdisabilities,teachersmustintroducetoys,beginactivities,andplayamoreactiveroletoshowthemwhattodo.Followchildren’ssignalstodecidewhethertocontinue,vary,orendanactivity.Creditisgivenwhenteachersallowchildrentochoosetoparticipateinanotheractivitywhilegroupactivitiesareoccurring,pickfrommultipleactivities,orareallowedtoplaywithmaterialsinvariousways.Examples:

- Achildbringstheteacherabook.Theteacherholdsthechildwhileshereadsthebooktohim.

- Teacherbeginsamovementactivitywithagroupofchildren.Somechildrenchoosetoremaininthedramaticplayareaandarenotforcedtojointhegroupactivity.

- Childrenareallowedtoselectwhoandwheretheyplayforextendedperiodsoftime.Thiscanbedemonstratedontheschedule.

ObserverNotes:Ifchildrenareplacedinteacher-selectedareas,butchildrenareallowedtocomeandgobasedontheirinterest,creditcanbereceived.Ifgrouptimeisonthepostedschedule,creditmaybegivenonlyifchildrenareallowedtocomeandgoastheyplease.Creditcannotbereceivedifchildrenaremadetoparticipateingrouptimes,limitedtooneactivity,providednomaterials/activitiesoraredirectedtoplaywithmaterialsinaspecificway.

13.Allchildrenmusthavedailyoutdoortime,weatherpermitting.Clarification:0-12months-mustoccuratleastonceaday;12-36months-mustoccur2to3separateoccasionstotaling60-90minutes.Whenthereisamixedagegroup,usethemajorityagetodeterminethetimeofoutdoorplay.“Weatherpermitting”meansnofallingprecipitation,thunder,lightning,orinclementweather.InclementweatherisdefinedbytheAmericanAcademyofPediatrics,AmericanPublicHealthAssociation,andNationalResourceCenterforHealthandSafetyinChildCareandEarlyEducation(2010)asawindchillfactoratorbelow20degreesFahrenheitoratoraboveaheatindexof90degreesFahrenheit.Duetothehealtheffectsofground-levelozone,theSCDepartmentofHealthandEnvironmentalControlprovidestheserviceofforecastingozoneconcentrationstowarnthepublicofunhealthyairandtoencouragepeopletoavoidexposuretounhealthyair.Ifoutdoorplayisdecreasedduetoweather,indooractiveplayisincreasedsothetotalamountofactiveplaytimeremainsthesame.

Thedailyscheduleisreviewedandchildrenareobservedoutdoors.Thereisawrittenplanforindooractiveplayinthecaseofinclementweather.Thiswouldbeobservedonadaythatmeetstheweathercriteriaabove.Examples:

- Thechildrengooutsidethedayafteritrainsandtheoutdoorequipmenthasbeenwipeddrybystaffbeforethechildrenuseit.

- Theprogramhasarainydayschedulethatreflectsthatactiveplayisembeddedthroughouttheday.

- Theprogramaddsmaterialsindoorstopromotegrossmotorskillswhenitisrainingoutside.InterviewQuestions:

- Whatdoyoudowhenthereisinclementweather?- Doyouhaveawrittenplan?MayIseeit?

ObserverNotes:Thereare3componentstothisindicator:classroomgoesoutsideunlessthereisaweatheradvisory;thecorrectamountoftimeforgoingoutsideislistedontheschedule;thereisawritten,planforindooractiveplaythatisembeddedthroughoutthedayduetoinclementweather.Iftheobservationoccursduringthedaywhenchildrenarenotabletoplayoutdoors(anditisthescheduledtimeframe)notatewhattheschedulestatesandwhatteachersdo.(Thiscouldbeintheformofa“rainyday”scheduleorinclementweatherplanthatiseitherpostedorisreadilyaccessible.)Focusontheamountoftimethatchildrenareallowedtogooutsideandnotthattheymightberestrictedwhileoutside.

StandardE:EarlyLearning

Programstafffacilitatesearlylearningbycreatingmeaningfulexperiencesthatsupportallareasof

development.Theseexperiencesshouldbuildonchildren’sinterestsandencouragecuriosity,

exploration,andproblemsolving.

1.Teacherprovidesdevelopmentallyappropriateopportunitiesfordiscoveryandlearningbyallowingchildrentoactivelyexploretheroominaleastrestrictiveenvironment.

Clarification:Childrenhaveopportunitiestoseeandhearnewthings,seefamiliarthingsfromdifferentviews,andwatchorjoininwithothers.Childrenareencouragedtofreelyexploretheirsurroundings.Adaptiveequipmentandmaterialsareprovidedwhenachildneedssupporttobeactiveandsuccessfulinprogramroutinesandactivities.Creditisgivenifchildrenareplacedonthefloortoplay,crawl,andmovefreelyintheenvironmentastheychoose.Non-mobilechildrenaremovedtodifferentareasoftheroominordertohaveavarietyofexperiences.Examples:

- Allchildrenarepermittedtomovefreelyintheroomwhenawakeandreadytoplay.- Whenachildwakesupfromanap,he/sheisremovedfromthecribandplacedonthefloor

toplay.ObserverNotes:Ifconfiningequipmentispresentintheclassroom,asktheteacherhowtheequipmentisused-“Tellmehowandwhenyouusethisequipment.”Occasionally,restrictiveequipmentcanbeusedtohelpchildrenwithdisabilitiestofullyparticipate.Whenthisisthecase,creditcanbereceived.Teachersthemselvesmayalsobeconsideredconfiningwhentheyrestrictchildren’saccessormovementintoavarietyofplayareas.Creditcannotbereceivedifanychildisconfinedinapieceofequipmentsuchasaswing,bouncyseat,crib(ifawake),and/orexersaucerforanyamountoftimeunlessthisisdonetosupportachildwithadisability.Ifahighchairorfeedingtableisusedforanypurposeotherthanfeeding,creditcannotbereceived.Theteachercanalsobeconsideredrestrictiveifshepreventsaccesstomaterialsorifchildrenarekeptinextendedgrouptimesduringwhichtheyarenotengaged.Ifanyoftheseareused,oryouseeevidenceofuse,creditcannotbereceived.

2.Teacherprovidesdevelopmentallyandculturallyappropriateopportunitiesforchildrentocompleteorparticipateinself-careandcommunitycaretasks.

Clarification:Childrenareencouragedtocompleteself-careandcommunitycaretasksastheyareableandinterested.Teachersallowandsupportchildrentotakeresponsibilityforthemselveswhenpossible.Mustobserveatleast1instancetoreceivecredit.

Examples:

- Infantsallowedtoholdbottlesandself-feedasable.- Infantsaregiventummytimetoenhancemotorskills.- Infantsareencouragedtohelpwithdiaperingbyliftingtheirlegs.- Childrentakingonandoffclothes.- Childrenputtingtrashintrashcan.- Childdrinkingfromacuporfeedingoneself(firstwithfingersandthenwithutensils).- Childrenfeedingclasspets.- Childhandwashingwithoutprompting.- Childrenwateringplants.- Childrenfoldinglaundry.- Childrensettingthetableorfoldingnapkins.- Childrenhelpingwithclean-up.

3.Teacherprovidesdevelopmentallyappropriateactivitiesandmaterialsthatareconcreteandmeaningfultochildren.

Clarification:Theactivitiesandmaterialsusedthroughoutthedaymustbeconcreteandmeaningfultothechildrentoreceivecredit.Concrete:Materialsthatarehands-on.Meaningful:Materialsthatareinterestingandrelevanttothechildrenintheclass.

Examples:- Sensorymaterials/experiences:playdough,goop,texturedbooks,sensorybottles,teething

toys,waterplay,paint,andlooseparts.- Open-endedmaterials:blocks,boxes,balls,andclay.- Materialsthatpresentmultiplechallenges:varietyofpuzzletypes,zippers,buttoningtoys,

andcauseandeffecttoys.- Creativeexpressionmaterials/experiences:instruments,varioustypesofmusic,chalk,

ribbons,anddramaticplaytoys/props.- Naturalmaterials:flowers,pinecones,largeseashells(2inchdiameter),feathersandleaves.

NegativeExamples:

- Preprintedworksheetsorcoloringsheetsthatareusedasateacher-directedactivity.- Televisionandvideos.- Materialsdesignedforolderoryoungeragegroups.- Extendedgrouptimeswherechildrenloseinterest.

ObserverNotes:Iftherearesomematerialsthatarenotage-appropriate,butthereisstillasufficientnumberofage-appropriatematerials,creditcanbereceived.IfaTVisintheroom,butnoton,assumeitisusedanddonotgivecredit.IfthereisaTVthatiscoveredormarkedthatitisnotused,creditcanbereceived.Thisoftenoccursinprogramswithsharedspace.Creditcannotbereceivedwhennegativeexamplesareobserved.

4.Teacherscaffoldschildren’slearningduringroutinesandactivities.Clarification:Teachersthoughtfullyandintentionallypromotedevelopmentandextendlearningduringnaturallyoccurringroutinesandactivities.Scaffoldingcanbedoneasaplannedexperiencewithteacherinterventionstopromoteskilldevelopmentorateachablemomentwhentheteacherrecognizeswhereachildisdevelopmentallyandprovidesthenecessarysupportforachildtocompleteatask/activitythattheywouldotherwisenotbeabletoaccomplish.Oneinstancemustbeobservedtoreceivecredit.Examples:

- Teacherencouragesachildtoholdtheirownbottleduringlapfeeding,asachildisable.- Teacheraddstoysorotherobjectsthatmayextendchildren’scurrentplaytomakeitslightly

morecomplex.- Teacherhidestoyswhileinfantsarewatchingandencouragesthemtofindthem(undera

blanket,inyourhand,behindthechair).- Teachertellschildtocountthechairstoseehowmanycupstheyneedforlunch.- Teacherusesordinalnumbers(first,second…)forhelpingchildrenlearnorderand

sequence.- Teacherusesintentionallanguagelikeover/under;front/back;hot/cold;larger/smaller.- Teachersupportschildreninactingoutandretellingstoriesusingclassroomprops.- Teacherpromptschildrentoconsiderdifferentsolutions.- Teacherextendsplaybyaskingthought-provokingquestions.i.e.“Howmightyou…”“What

willyouneedto…?”- Teacherpromotesfinemotorskillswhileachildiscoloringbysaying,“Iseeyouarehavinga

hardtimeholdingthecrayon.Whatifyoutryholdingitthisway?”ObserverNotes:“Intentionally”meansthattheteacherisawareofwherechildrenaredevelopmentallyandareengagingthoughtfullytosupportfurtherlearning.ThisindicatordiffersfromStandardV.D:ProgramStructure,Indicator7andisatahigherlevel,becauseitemphasizesintentionalpromotionofskilldevelopmentduringnaturallyoccurringroutinesandactivities.Indicator7inProgramStructureislookingforpositiveinteractionsbetweenteachersandchildrenduringroutinesandtransitions.

5.Classroomhasawrittenplanofactivitiesthatsupportsthedevelopmentalprogressofchildren.Clarification:Mustobserveacurrent,dated,writtenplanthatdemonstratesage-appropriateactivitiesalignedtodevelopmentaldomains.

Examples:- Postedlessonplansindicateopportunitiesforchildrentoparticipateinvariousactivitiestied

todevelopment.- Thelessonplanisdividedororganizedbythedevelopmentaldomains.- Theteacherlistsgoalsforchildrenthataresupportedbyactivitiesonthelessonplan.

ObserverNotes:Thereare3componentstothisindicator:theclassroomhasawrittenplanofactivities;itiscurrent(dated);theactivitiessupportchildren’sdevelopmentinthedomains.Allcomponentsmustbepresenttoreceivecredit.Observecurrentlessonplanofactivitiesforeachclassroom.Checktomakesuretheplanreflectsthecorrectdateandthatitaddressesdevelopmentaldomains.TheSCEarlyLearningStandardsdomainsare:ApproachestoLearning,EmotionalandSocialDevelopment,HealthandPhysicalDevelopment,LanguageDevelopmentandCommunication,MathematicalThinkingandExpression,andCognitiveDevelopment.Developmentaldomainsmustberepresentedontheplaninsomeway.Awrittenscheduledoesnotmeettherequirementsforthisindicator,becauseitdoesnothavethespecificityneededtodemonstratehowchildren’sdevelopmentwillbesupportedinthedomains.

6.Ongoingobservationanddocumentationofchildlearninganddevelopmentisconductedthroughouttheyear.Clarification:Mustobserveevidenceofdocumentationofchildren’sprogress.Childdocumentationincludesactivities(observations,portfoliodevelopment,andappraisalofperformanceusingmultipleindicators)thatmeasureandtrackachild’slearninganddevelopment.Teachermustdocumentsignsofbehavioralordevelopmentalconcerns.Examples:

- Individualportfolioswithteacherobservationnotesandsamplesofchildren’swork.- High/ScopeCOR- CreativeCurriculumGOLD

7.Plannedactivitiesarelinkedtospecificlearninggoalsandobjectivesbasedonindividualchildassessment.Clarification:Therearethreecomponentstothisindicator:theprogramconductschild-assessments;usesassessmentresultstodeveloplearninggoals;teacherscreatelearningexperiencesbasedonchildren’sgoals.Allcomponentsmustbepresenttoreceivecredit.Mustalsoreceivecreditforindicators5and6toreceivecreditforthisindicator.Examples:

- Childassessments/observation:CreativeCurriculumGoldandanecdotalnotes.- Developinglearninggoalsbasedonassessmentandobservation:i.e.Childidentifiedto

needstrengtheninginfinemotorskills.Learninggoalscanbekeptasapartofachild’sportfolioorchartedas“Ican…”and“I’mworkingon…”

- Creatingandplanningexperiencesbasedongoals:i.e.Childisgivenadditionalsupportssuchaspaper-tearing,manipulatingplaydough,andgraspingactivities.

Interviewquestion:

- Howdoyoudecidewhatactivitiesyouwillincorporateonyourlessonplan?ObserverNotes:Thisindicatorisbasedontheprogramconductingchildassessmentsandcreatinglessonplansthatsupportindividualchildren’sdevelopment.

8.Teacherprovidesexperiencesthatpromotechildren’searlyliteracydevelopment.Clarification:Readingmustbeobservedorlistedasanactivityonthescheduleorlessonplan.Mustobserveevidenceofatleast1instanceofanexperiencethatpromotesthedevelopmentofreadingorwritingskillstoreceivecredit.Iftheclassroomserveschildrenwhoareduallanguagelearnerstheexperiencesmustsupportthechild’shomelanguage.Examples:Reading

- Teacherandchildrenmakebooksusingpicturesoffamilymembersandotherfamiliarobjectsfoundinmagazines,catalogs,andenvironmentalprint(suchaspicturesfromcatalogcut-outsandlabelsfromfavoritefoods).

- Teacherandchildrenmakebooksoftrips,eventstheyhaveshared,andchildren’sart.- Teachermodelsrespectforbooksandhelpschildrencareforbooks.- Teachermakesscrapbooksormemorybooksandrevisitsthemwiththechildren.- Teacherreadstochildrenonherlap.- Teachersaysthewordforthepicturethechildispointingto.- Teacherpointsoutwordsinbooksandintheenvironment(streetsigns,toyboxes,wordson

picturesinroom).- Teacherpointsoutafewfamiliarletterssuchasthefirstletterinachild’snameandcalls

attentiontothemoccasionally.Ifachildasksforalettername,theteacherprovidesit.

Writing- Teacherprovidespaperandcrayonsforscribbling.- Teacherwriteswhatthechildsaystheydrewonthepaper.- Teacherwritesdownwhatchildrensayandsharesthosedictatedwritingswiththem.- Teacherencourageschildrentoretellexperiencesandeventsthatareimportanttothem

throughpicturesanddictation.- Teachermodelstheuseofwritinganddrawingineverydayactivities.

DualLanguageLearners:- Introduceanewbookinthechildren’sfamilylanguagefirstbeforereadingitinEnglish.If

youdonotspeakthelanguage,askafamilymemberorcommunitymembertoreadaloud.- TeacherprovidesbooksthatareinEnglishandachild’shomelanguage.

ObserverNotes:Therearetwocomponentstothisindicator.1.Readingmustbeobservedorlistedonascheduleorlessonplan.2.Atleastoneinstanceofanexperiencethatpromotesliteracy(readingorwriting)mustbeobserved.Ifreadingisobserved,thiscountsasoneinstance.Ifreadingdoesnotoccur,anotherexamplethatpromotesearlyliteracymustbeobserved.

9.Teacherprovidesdevelopmentallyappropriateopportunitiesforchildrentodevelopproblem-solvingskills.Clarification:Thechildisgiventheopportunitytouseself,objects,orotherstoreachagoal,withthesupportoftheteacher.Theteachershouldencourageandpromptchildrentofindsolutionstoproblemsforthemselveswithouttheteachercompletingthetaskforthem.Teacherallowsachild’sdiscoveryandproblemsolvingprocesstooccurbyallowingthechildtosolveproblems.Mustobserve1instancetoreceivecredit.Examples:

- Teacherplacesatoyoutofreachandencouragesachildtocrawltothetoy.- Teacherasksachildwhoisinatunnel,“Howareyougoingtogetout?”- Teacherpromptsthechildtotryapuzzlepieceanotherway.Teacherstates,“Iwonderwhat

wouldhappenif…”- Whenachildasksforhelp,theteacherpromptsthechildtocomeupwithsolutions.

ObserverNotes:Creditcannotbereceivediftheteacherinterfereswithachild’sdiscoveryandproblem-solvingprocessbysolvingtheproblemforachild.

10.Teacheruseseverydayconversationsasopportunitiesforchildrentolearnaboutnature,scienceormath.Clarification:Mustobserveatleast1instanceoftalkingaboutnature,science,ormath.Examples:Nature:

- Teacherpointstoleavesonatreeandsaystoaninfant,“Thewindmakestheleavesmove.”- Teacherusesbookswithrealpicturesofanimalsandpracticesmakinganimalsoundswith

children.- Teachertalksaboutanimals.“Thegoatisfurryandmakesasoundlikethis,‘M-a-a-a-a.”- Atoddlerpointstoaprettyflower.Theteachersays,“Thatflowerisred.Itisamum.”

Science:- Teachertalksaboutbodypartsduringdiaperingor“hot”and“cold”whileeating.- Teacherintroduceschildrentotheconceptofweightandvolumebyusingwordslike

“heavy/light,”or“empty/full.”- Achildasks,“Wheredidtheicego?”Theteacherrespondsbytalkingabouttemperature

andmelting.- Teachertalksaboutfoodsandhowtheyhelpthebody.“Milkmakesyourbonesandteeth

strong.”Math:

- Teachercountsassheemptiesitemsfromabucketorasshegivesitemsout.“IwonderhowmanycupsIneedforsnack.Letmesee…thereare10friendsheretoday.Ineed10cups.”

- Teacherusessizeandamountwordstolabelobjects,people,andcollections(big/small,many/few,etc.).

- Teacheruseswordstointroducetocomparisons.(more/less,taller/shorter)- Teachertalksaboutshapesthrougheverydayinteractions.“Iseethatyouhaveredcircleson

yourshirt,”or“Theblockyou’reholdingisasquare,andtheblockI’mholdingisasquare,too.”

- Teacheremphasizesnumberduringacountingsongbyusingherfingers.

11.Teacherprovidesopportunitiesforchildrentoenhancefineandgrossmotordevelopment.Clarification:Observethatallchildrenhaveregularopportunitiesforbothfineandgrossmotorplay.Finemotormaterials/activitiescouldbeinsideoroutside(botharenotrequiredforcredit).Grossmotoractivitiesmustbepresentbothinsideandoutsideforallchildren.Examples:FineMotor:

- Childrenusechalkonablackboardindoorsoronthesidewalkoutdoors.- Childrenusecrayons,fingerpaints,orobjectslikerubberstampsandsmallwheeled

vehicles.- Teachersusewidebrushesormarkersandadapthandlesforchildrenwithlimitedhand

control.- Teachersputsmall,safeobjectsonatrayorprotectedspotonthefloorforchildrentograb

andhandle.GrossMotor:

- Infantsareplacedonmats/blanketsoutdoorswithtoyswithintheirreach.- Teacherbicyclesbabies’legs,liftstheirarms,andencouragesthemtokickandreachduring

play.- Childrenuseequipmenttocrawlandclimb,bothinsideandoutside.- Teacherprovideslargeboxesforchildrentoexploreandbubblewrapforjumping.- Teacherplaysmusicindoorsandoutdoorswherechildrencanmakelargedance

movements.- Teachercreatesmazesandobstaclecoursesthatareage-appropriateandencourage

childrentomovethroughtunnels,underchairs,aroundtreetrunks,andoverlowhills.- Teacherprovidessmallmounds,balancebeams,stepping-stones,andotherlowbarriersfor

childrentoclimbonandover.

ObserverNotes:Interviewteacherifnotobserved.Reviewscheduleforplannedindoorandoutdooractivities.Observeanddocumentactivitiesprovided.Iftherearenogrossmotormaterialsinside,butphysicalactivitiesareobservedormovementactivitiesarelistedontheschedule,creditmaybereceived.Considernon-mobileinfants’accesstomaterialsandopportunities.

StandardF:Environment

Programstaffdesigntheenvironmentusingthespace,materials,andfurnishingasresourcesfor

creatingasafe,interesting,developmentallyappropriateplaceforallchildrentoplay,learn,andgrow.

TypesofMaterials

Recommended#ofitems

#ofaccessibleitems-basedonmonitorreview

Cozy/Book 4 Manipulatives 4 Music 4 DramaticPlay 4 Blocks 4 Art 4(n/a-forinfants) Sensory/Science 4 IndoorActivity 4

1.Roomhassufficient,age-appropriatematerialssothatallchildrencanbeactivelyinvolved.Clarification:Creditisgivenforage-appropriate,fullyintact,andproperlyfunctioningmaterialsthatareaccessibletochildren.“Accessible”meansthatchildrenareabletoreachandusethematerials.Toreceivecredit,aminimumof2accessiblematerialsperchildenrolledmustbepresent.ObserverNotes:Whencountingmaterials,donotcountindividualitems,butratherthetypeofmaterial,suchassoftdolls.Whenreviewingaclimbingstructure,assessthenumberofopportunitiesavailableforchildrentohavedifferentexperiences.Countthematerialsthatareaccessibleforanyamountoftimeduringtheobservation.Creditcannotbegivenifchildrenhavetocompeteformaterials.

2.Childrenareprovidedsomevarietyofmaterialsfromwhichtochoose.Clarification:Toreceivecredit,sufficientnumberofmaterialsinIndicator1hasbeenmet.“Somevarietyofmaterials”meanstheclassroomcontainstherecommendednumberofaccessibleitemsfromatleast4ofthe8typesofmaterials.

3.Childrenareprovidedawidevarietyofmaterialsfromwhichtochoose.Clarification:“Widevarietyofmaterials”meanstheclassroomcontainstherecommendednumberofaccessibleitemsfromalltypesofmaterials.Inordertoreceivecreditforthisindicator,bothIndicator1and2musthavebeenscored“yes”.

4.Playmaterialsarewell-organizedforchildrentoaccessthemandmakedeliberatechoices.Clarification:Similarmaterialsareorganizedinawaythatallowsforflexibilityinuse,butpurposefularrangementisapparent.Storagesuchaslowshelves,shallowbucketsandbasketsareusedtohelpkeepmaterialsorganizedforchildrentoeasilyfindandaccess.Childrenwithdisabilitiesandnon-mobileinfantshaveaccesstothesamewidevarietyofmaterials.

ObserverNotes:Therearetwocomponentstothisindicator:thespaceisorganizedsothatmaterialshaveaspecificplace;thespaceisdesignedsothatmaterialsareaccessible.Bothmustbepresenttoreceivecredit.Considertheenvironmentalissuesonlyandnotwhattheteacherdoestolimitaccess.Makesurechildrenwithdisabilitiesandnon-mobileinfantshavethesameaccess.

5.Theroomisdividedintospacesforroutinesandbothactiveandquietplaythatareappropriateforagesofthechildrenenrolled.Clarification:Roomsshouldbeorganizedandarrangedtosupportavarietyofroutineandplayactivities.Theareasshouldbepurposefullyseparatedbothforsanitationandtoensurequiet,restfulmoments.Thearrangementaddresseschildren’sneedsforfeeding,diapering/toileting,activeplayandquietplay.Musthaveall4toreceivecredit.Examples:

- Feeding:separateareaformealsandsnacksthatpromotehealthandeasyclean-up.- Diapering/toiletingarea:thatisseparateddistinctivelyfromallotherareastopromote

sanitation.- Activeplay:Openareaformovement.- Quietplay:Areawherechildrenhaveaplacetobealoneandavoidoverstimulation.

ObserverNotes:Diaperingareaandsuppliesshouldbeorganizedforeasyaccess;feedingareaisseparatedfromplayanddiaperingareas;quietareasprovidewarmth,softnessandprotectionfromchildrenengagedinactiveplay.Aspaceforactiveplaydoesnotneedtohavegrossmotormaterialstoreceivecredit.Therejustmustbeadesignatedareathatcanbeusedforactive/movementactivities.

6.Materialsreflectthediversityofthechildren’scommunity.Clarification:Atleast3differenttypesofaccessiblematerialsrepresenting2typesofdiversitymustbeobserved.Communitiescanbediversebyrace,age,culture,abilities,familystructureandgender.Examples:

- Dollsorpuppetswithdifferingskintones.- Food,dress-upclothesormusicalinstrumentsfromdifferentcultures.- Puzzlesandpicturesondisplayrepresentingpeopleofvariousabilities.- Booksthatdemonstratemultiplefamilystructures.- Peoplefiguresthatrepresentmenandwomeninnon-stereotypicalroles.

ObserverNotes:Whencountingmaterialswithinatypeofdiversitytheremustbeacontrastpresent.

7.Aliteracy-richenvironmentispresentintheclassroom.Clarification:Theclassroomenvironmentpromotesliteracybyprovidingregularaccesstobooks,earlywritingmaterials,and/orprintthatsurroundschildrenintheireverydaylife.Booksmustbepresentandaccessibletochildrenthroughoutthedaytoreceivecredit.Twoadditionalexamplesmustalsobepresenttoreceivecredit.

Examples:Books:Varietyoftextsandmagazines.

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Earlywritingmaterials:crayons,markers,chalk,paint,varietyofpaper,stencils,tracing/rubbingcards,stamps,andenvelopes.

MeaningfulPrint:- Children’snamesandpicturespostedonbelongingsorcubbies.- Environmentalprintsuchasroadsigns,logos,andhouseholdproducts.- Dramaticplayitemssuchas:familiarfoodcontainers,telephonebooks,greetingcards,

shoppinglists,menus,andrecipecards.- Dictationonchildren’sartwork.- Pictureswithwordlabelsforstoringplaymaterials.- Rugwithpicturesandwordlabels.- Wordlabelsonobjectsandfurnishings.

ObserverNotes:Booksthatareinclosedcontainers,outofreachorundercribsarenotconsideredaccessible,thereforenocreditisearned.Booksthataredamagedcannotbecounted.Onlyassessprintthatisonthelowerhalfoftheroom.Achild’swrittennameonmultipleitemscountsasoneexample.

8.Theclassroomhasavarietyofchild-relateddisplaysthatareeasilyvisibletochildren.

Clarification:Theclassroomdisplayisage-appropriateandreflectsthecurrentactivities,events,and/orchildrenenrolled.Displaysareeasilyvisibleandcurrent.Easilyvisiblemeansthatchildrenareabletoseethedetailsofthedisplaywhichmakeitmeaningful.Currentiswithinthepastmonth.Toreceivecredittheclassroommusthaveatleast4examplesofchild-relateddisplay,ofwhichoneitemmustreflectthechildrenintheclassroomandoneitemmustbethree-dimensional.Examples:

- Clearpicturesofchildrenandeverydayobjects.- Children’sartwork.- Paintings,wallhangings,tapestry,andweavings.- Photographsoffamilymembersandpets.- Visualschedule.- Three-dimensionaldisplay(visibletoallchildren):Sculpture,mosaics,mobiles,windsocks,

spinners,andchimes.

ObserverNotes:Scantheroomanddocumentexamplesofchild-relateddisplaythatisonthechildren’slevel.Ifthedisplayisdetailed,suchasaphoto,itshouldbewithinthechild’seyeleveltobecounted.Largeritemsmaybeplacedhigher,aslongastheyareabletobeseen.Noteitemsthatarecommerciallymadeandsamplesofchildcreatedartproductsthatareseasonalordated.Photosandcollagesshouldbeconsideredrelevantaslongastheyarerepresentativeofthechildrenwhoarecurrentlyenrolled.Displaythatisnotrelevanttochildrenorisnoteasilyvisibleisnotcounted.Creditisnotreceivedifdisplayisnoteasilyvisible,therearelessthanfourexamplesofdisplay,noexamplesofdisplaythatreflectthechildren,orlackofa3-Ditem.

9.Furnishingsandequipmentarechild-sizedandappropriateforthechildrencurrentlyenrolled.Clarification:Mostofthefurnishingsandequipmentseemtofitthesizeofchildrenandthechildrenappeartobecomfortable.Mostisdefinedas75%.Theprogramprovidesadaptiveequipmentwhenachildneedssupporttobeactiveandsuccessfulinroutinesandactivities.ObserverNotes:Checktoseeifchildrenwhoareindependentlymobileareabletositcomfortablyandusethefurnishings.Bucket-seattables,wherechildren’slegsarenotsupported,arenotcomfortableandcreditwouldnotbereceived.Adult-sizedchairsandtableswouldnotmeetthisrequirement.

10.Spaceandfurnishingsarearrangedsothatteacherscandirectlysuperviseandrespondtochildrenduringroutinecareandplayactivities.Clarification:Arrangementoftheclassroommakessupervisioneasy.Iftherearestructuralbarrierstosupervision,teachersmustbeabletopositionthemselvessotheycandirectlyseethechildrenatalltimes.Examples:

- Theplacementofthediaperchangingstationshouldbesothatteachersareabletoseeandhearallofthechildren.

- Shelfheightsshouldnotobstructthevisibilityofchildren.- Teacherslocatethemselvesindifferentplacesintheroomtoensurecompletesupervisionin

anL-shapedclassroom.11.Aprotectedcozyareaisavailabletochildrenthroughouttheday.Clarification:Cozyareasshouldprotectchildrenfromothersengagedinactiveplay.Thespaceandmaterialsshouldprovidecomfortandsoftness.Itisaplacewherechildrengotoretreatfromthegroupactivitiesandisoftenreferredtoasaspacetobealone.Activeplayareasarekeptseparatefromcozyarea.Activeplayoccursinactiveareas;teachersmoveactivechildrentoactiveplayspacestoensurecozyareaisprotected.Examples:

- Acornerspacewithsoftfurnishingsandmaterials.- Anareaprotectedbyshelveswithamat,softpillows,abasketofpuppetsandbooks.

ObserverNotes:Creditcannotbereceivedifchildrenareallowedtohaveactiveplayinthespace.Ifactiveplaybeginsandtheteachermovesthechildrenfromthecozyarea,creditcanbereceived.Thereadingspacecanbecountedifthespaceisprotectedandcontainscomfortandsoftnesscomponents.

12.Theclassroomspaceisunclutteredandnoiseiskepttoamoderateleveltoavoidover-stimulationanddistraction.Clarification:Therearetwocomponents:unclutteredspace;moderatenoise.Bothmustbemettoreceivecredit.Creditcannotbereceivedifthenoiseinterfereswiththeinteractionsandactivitiesofthechildrenandteachers.

ObserverNotes:Considermusic(withoutaspecificpurpose)thatislouderthananormalspeakingvoiceandplayingcontinuouslyinthebackgroundadistraction.Noisefromneighboringoradjoiningclassrooms,especiallythosewithpartialwallsshouldbeconsideredasapotentialdistraction.Creditcannotbereceivedforaspacethatisclutteredwithnon-relevantorjumbledtoysandmaterials.

13.Designatedoutdoorspacesforinfants,toddlersandtwospromoteexplorationinaleastrestrictiveenvironment.Clarification:Infants,toddlersandtwoshaveoutdoorplayareasdesignatedfortheirexclusiveuse.Exclusiveuseisdefinedasaseparateplayareaorseparateplaytimefromolderchildren.Playmatsorblanketscanbetakenoutsideandplacedonthegroundsothatnon-mobileinfantshavefreedom.Theoutdoorspaceisdesignedtoencouragemovementwithoutconfinementorrestriction.ObserverNotes:Buggiescanonlybeusedfortransportingchildrenbetweenindoorsandoutdoors.Bucketswingsintheoutdoorplayandlearningenvironmentareconsideredtobeconfiningequipmentmuchlikeexersaucersandbouncers,becausechildrenmustbeplacedintheequipmentbyanadult.Thistypeofequipmentcauseschildrentoberestrainedandnotfreetochangepositionsormoveaboutastheywish.Creditcannotbereceivedifequipmentthatcausesconfinementisobserved.Restrictiveequipment,suchasstrollers,maybeusedtohelpchildrenwithdisabilitiestofullyparticipate.Whenthisisthecase,creditcanbereceived.

14.Outdoorequipmentandmaterialsareage-appropriate,accessible,andsufficientforallchildrentobeactivelyengaged.Clarification:Creditisgivenforage-appropriate,fullyintact,andproperlyfunctioningmaterialsandaccessibleequipmentthatiscounted.“Accessible”meansthatallchildrenareabletoreachandusethematerials.Accommodationsaremadeforchildrenwhohavemotordelaysorotherdisabilitiestohaveaccess.Toreceivecredit,aminimumof1accessiblematerialperchildenrolledmustbepresent.InterviewQuestion:

- Whatmaterialsdoyoutakeoutside?MayIseethem?

ObserverNotes:Whenreviewingplay-gyms,assessthenumberofopportunitiesavailableforchildrentohavedifferentexperiences.Forexample,aplay-gymwithaslide,climber,and2swingswouldcountfor4children.Whenlookingatswingsets,countthenumberofswings.Playhousescanbeassessedtocountfor2children.Ifadditionalplaymaterialsareavailableinthehouse,thesecanbeaddedtothenumber.Creditcannotbereceivedifoutdoorequipmentthatisnotage-appropriateisused.Creditcannotbereceivedifmaterialsarenotaccessibleand/orchildrenhavetocompeteformaterials.

15.Avarietyofage-appropriateoutdoorportableplaymaterials/equipmentisavailable.Clarification:Portableplaymaterials/equipmentarethosethatareabletobemovedandmanipulatedbychildren.Todeterminevariety,lookatthetypesofskillsneededtousethematerials.Atleast4differentskillsmustbesupported.Toreceivecredit,sufficientnumberofoutdoormaterialsinIndicator14mustbemet.Examples:

- Throwing/rolling:Ballsofvarioussizesandmaterials- Pushing:Pushtoys,largetrucks,lawn-mowers,grocerycarts,anddollstrollers- Scooping/pouring/digging:Buckets,shovels,measuringcups- Scooting:Toyswithoutpedals- Pedaling:Trikesandcars- Building:Outdoorwoodenblocksandwaffleblocks- Balancing:Smallmounds,balancebeams,steppingstones- Crawling:Tunnels- Multipleskills:Parachutes,musicalinstrumentsandbubbles

ObserverNotes:Ifchildrenarenotobservedoutdoors,interviewteacherstodeterminewhatadditionalmaterialsareusedoutside.Todeterminevariety,lookatthetypesofskillsneededtousethematerials.Atleast4differentskillsmustbesupportedinordertoreceivecredit.Whencountingmaterials,donotcountindividualitems,butratherthetypeofmaterial.ThisisconsistentwiththewaytheindoorenvironmentisscoredinIndicator1.Forexample,sandtoyswouldcountasonetype,notindividualitems(shovel,rake,bucket,cup).Stationaryplayequipmentandstructuresarenotconsideredwhenassessingvariety.

16.Outdoorspaceisplannedasaplayandlearningenvironment.Clarification:Themoreactivitysettingstheoutdoorenvironmentcontains,thegreatertherangeofchoiceforchildren.Aplannedoutdoorplayandlearningenvironmentwouldbeevidencedbydefinedsettingswhereapredictablepatternofactivityoccurs.Toreceivecredit,atleast5playandlearningsettingschildrencanengagewithwhenoutdoorsmustbeobserved.Examples:Acoustic/musicplay,deck,drystreambed,gardens(fruitandvegetable,sensory,wildlife),gatheringspace,grassmaze,grove(smalltreesorlargeshrubs),indoor-outdoortransition,looseparts(naturaland/orrecycled,)manufacturedlooseparts,manufacturedplayequipment,multipurposelawn,mound,performancespace,playkitchen,playhouse,primarypathway,sandplay,sensorypathway,teepee,waterplay(hands-in),picnicoroutdoortables.NegativeExample:Thesandintheoutdoorenvironmentwasplacedasafallzonecushioningmaterial.Whilechildrenmayplayinthesand,itisnotadefinedsettingforsandplayandcreditwouldnotbegiven.

ObserverNotes:Activitysettingsmustbedefinedwithintheoutdoorenvironment.

17.Theoutdoorenvironmentisnaturalized.

Clarification:Theoutdoorenvironmentaffordschildrenproximitytoandinteractionwithnature.Toreceivecredit,atleast6differentnaturalcomponentsand/ornatural,loosematerialsforchildrentoengagewithandenhancetheirplaymustbeobserved.

Examples:

Naturalcomponents:balancelogs,boulder,bridge,birdbath,birdandbughouses,containerplants,floweringplants,naturalizedfence,plantprotectionrail,porchswing,pull-uprail,raisedbed,seat,vine-coveredshadingdevice(arbororpergola),steppingstones,treestumps,tireplanter,tree,treecookies,shrub(sensory,butterflyhabitat),turnoverstone,tunnel,vine,wildflowerpatch.

Natural,looseparts(withevidenceofuseinplay):bark,fallenleaves,flowersandflowerparts,largeseashells(2inchdiameter),loosegroundcover,pinecones,pineneedles,sand,treecookies,woodenblocks.

ObserverNotes:Theoutdoorenvironmentisnaturalizedasevidencedbythepresenceof6differentnaturalcomponentsand/ornatural,loosematerials.Thegoalistoconnectchildrenwithnatureanddiversifytheiroutdoorexperience.Tobecounted,thenatural,loosematerialsmustbeavailable,evenifnotselected,duringtheobservation.Sticks,smallstonesandrocksarenotage-appropriate.