ECERS MATERIALS REQUIREMENTS

Transcription

1 ECERS MATERIALS REQUIREMENTS A. BOOKS AND PICTURES 3.1 Some books accessible for children. (Some is defined as 1 book for at least ½ allowed to attend at any time. Books must be accessible at least for 1 hour a day. 3.2 At least 1 teacher initiated language activity daily. i.e.: reading to children, storytelling, flannel, boards, etc. 5.1 There should be at least 20 books easily accessible in the room for a group of 15 children or less and at least one (1) extra book for each child over that number permitted to attend. Wide selection of books includes both relatively large quantity of books and a variety of topics. All books that children use in the room must be included in scoring (assessor should check centers to see if there are books placed there). To score a YES for 5.1 A wide selection means that a variety of topics are included, in some cases one book may represent more than one category. ECERS-R BOOK CATEGORIES: Fantasy (pretended stories about people and animals) Factual information (books with pictures of real animal, facts about real life of animals and plants, or other real life experiences) Nature and Science Different cultures Different abilities (individuals with disabilities and how they might use aids such as eyeglasses, a hearing aid, a wheelchair or crutches) (Diversity should also be represented in different races, contrasting ages such as a mother and child, and non-stereotypical gender roles such as a female construction worker or a male nurse.) 5.2 Some additional language materials accessible at least 1 hour daily. 5.3 Books are organized in the reading center. 5.4 Teachers read books informally to children daily. B. FINE MOTOR 3.1 Some developmentally appropriate fine motor materials of each type accessible daily for at least 1 hour. (More than 1 example from each type of fine motor materials) 5.1 Many require at least three (3) examples of each types of the fine motor materials listed below: (many items representing each type do not have to be out and accessible at the same time, however a combination of these materials should be accessible for the substantial portion of the day).

2 5.2 Materials are well organized. 5.3 Materials on different levels of difficulty accessible. ie: knobbed puzzles, regular puzzles, puzzles with borders and puzzles without borders. Small Building Toys (examples) Interlocking blocks Lincoln logs Small blocks, inch cubes Bristle blocks Tinker toys Magnetic blocks Art Materials Crayons, water color markers, (wide or narrow) Pencils (colored or black) Paints Paper Tools (hole punchers, safe child-sized scissors, rulers, stencils, tape) Collage materials (glue, paste, strings, yarn, paper scraps, glitter, stickers, etc.) Manipulative Material Beads and strings in various sizes, color, shapes Lacing cards with strings Pegs with peg boards Parquetry shapes or other shapes used to ma designs Zip, snap and button toys (dolls with clothes to fasten or dressing frames) Gears with interlocking plates and connectors Snap blocks Sticks with connectors for building Link Nuts and bolts Other toys with pieces that link or fit together, such as pop beads, snap cubes, magnetic blocks, Mr. Potato Head, toy train tracks. Puzzles Picture puzzles in frames with differing numbers of pieces, with or without knobs to grasp, easier puzzles have each piece as an individual picture while more difficult puzzles require a combination of pieces to complete the picture with interlocking pieces. Puzzles without frames (such as floor puzzles or jigsaw puzzles) C. ART 3.1 Some art materials are accessible for at least an hour daily. 3.2 Some individual expression allowed with art materials. 5.1 Many and varied: means that there are three (3) to five (5) different art materials accessible from at least four (4) of the five (5) categories and drawing materials is required as one of the four. The categories are as follow: 2

3 1. Drawing materials: things used to draw/scribble-crayons, water color markers, pens, pencils, colored pencils, chalk, paper, dry-erase boards, etc. 2. Paint Materials: Finger paints, tempera paints, water-color paint sets with appropriate brushes and paper. 3. Three-dimensional Materials: play dough, clay, wood for gluing or carpentry, pipe cleaners, modeling, compound. 4. Collage Materials: paste or glue, various types, colors and shapes of paper, cardboard shapes and pieces, felt remnants, magazine pictures, yarn/strings, cotton balls. Pom-poms, sequins, etc. 5. Tools: safe scissors, staplers, hoe punchers, take dispensers with tape, tools to use with play dough, stencil, sponge painters, rollers, brushes or various sizes and shapes. 5.2 Much individual art expression in use of art materials. Children s work should be individual and varied. Free Expression is a very important part of this section. There should be very few (if any) teacher directed are activities most of the time when art materials are used, (about 85% of the time) the children can do free art and are not required or expected to follow and example Dimensional art materials include at least monthly. (i.e.: clay, play dough, wood gluing, and carpentry.) D. MUSIC/MOVEMENT 1.2 Loud background music is on much of the day and interferes with the daily ongoing activities. 3.1 Some music materials accessible daily for children s use. (more than 1 music material accessible for at least an hour a day.) 3.2 Teachers initiate at least 1 musical activity daily. (i.e.: singing songs, soft music played during nap time, playing music for a dance activity, etc.) 3.3 Movement activities (dancing, marching, or exercising to music), are required at least one (1) time a week Many music materials, there must be enough musical instruments for at least half of the children to use at once plus, some music to listen to, such as a tape player with tapes or music on computer program that has extensive musical content (for example with complete songs, and/or passages of music) One will not be getting credit for very short musical sound patterns on the computer, as found in many computer games. Dance props, if accessible must be accompanied by something that makes music, such as recorded music, child created music or adult created music. For a tape player to be considered accessible in a group of older children (majority of them are 4 years and older), children should be able to use the tapes independently, but in younger groups, help may be needed from the teacher. To get a YES for this indicator, the many music materials must be accessible for at least one (1) hour daily (indoors or outdoors or both, either as a whole group activity or individually as an informal child-initiated activity). 5.2 At least 3 types of a variety of music are used with the children daily. (i.e.: classical, popular, children s songs, rock, reggae, folk songs, country, etc.) 3

4 D. BLOCKS In the ECERS-R, blocks do not include small blocks (sometimes called table blocks) or any size of plastic interlocking blocks that fit together. These are considered fine motor materials. To be considered blocks, the majority of the set must be at least two inches by two inches with smooth sides. Blocks can be made of different materials: wood, plastic, cardboard, cloth covered or vinyl covered foam. They include both solid and hollow versions. Homemade blocks are one type of block that you can use (use boxes covered with paper, tissue boxes, wipe containers, or other stackable objects). ACCESSORIES are toys used with blocks to stimulate or expand block play. These include: small cars, trains, road signs, small toy people, and small toy animals (need to be stored near blocks). Accessories should add to, rather than disrupt or take attention away from block play, such as woodworking benches with tools, riding toys, shopping carts, very large stuffed animals, and child-sized furniture to toy buildings. 3.1 ENOUGH BLOCKS and ACCESSORIES accessible for at least 2 children to build an independent structure at the same time. (At least 20 blocks per set. There needs to be enough accessories so the children are not competing to use them and the accessories need to expand the block play. Wood working benches, riding toys, large stuffed animals, toy buildings do not count as they take away interest from block play. ) 3.2 Some clear floor space for children to use for block play. 3.3 Blocks are accessible for daily use. 5.1 ENOUGH BLOCKS means enough for three (3) or more children to build complex structures (the age of children and size of blocks should be considered when determining if there are enough blocks for three (3) or more children to play). More blocks would be needed if the sizes were smaller (4x4); if the blocks were larger (12x4), then fewer would be required. There also needs to be ENOUGH SPACE for three (3) children to successfully balance, build and create structures independently. A suitable building surface is required as well as clear floor space, (3-2). A level, steady surface so that blocks can be balanced effectively and are less likely to fall over (bumpy carpet or mats would not get credit). 5.2 The blocks and accessories are organized by type. 5.3 Block space is out of traffic pathway with storage and a suitable building surface. 5.4 Block play is accessible for a substantial portion of the day. To receive a seven (7) requires two (2) types of blocks, a variety of accessories, open shelves, that are labeled for blocks as well as accessories (labels cannot just be words alone, but can be pictures or outlines on the shelves with the words), as well as some blocks play available outdoors. E. SAND/WATER 3.1 Some provisions for sand or water play accessible either indoors or outdoors. It must be a regular part of their program schedule. 3.2 Some sand/water toys accessible with sand/water play Provision for both sand and water either indoors or outdoors. This means staff makes each of these materials available for children to use as some time. The two (2) materials do not have to be provided at the same time of the same place. 4

5 5.2 A variety (toys that are used for different purpose) of sand/water toys are also required. Examples of sand toys must include: measuring cups, and other unbreakable containers, funnels, plastics tubes, shovels, scoops, trowels, pails, rakes, sifters, sand/water-wheels, pipes and toys that make patterns in sand, such as wide-toothed combs. Some dramatic play toys including animals, dinosaurs, small trucks and cars, small people or housekeeping cooking props (pots, pans, bowls, cups, spoons) may be used. Many of these sand toys can be used for water play as well for example sponges, things that sink or float, turkey baster, spray bottles, pumps to experiment with and fantasy toys, such as animals, sea creatures, dolls and boats. 5.3 Sand or water play available to children at least 1 hour each day. F. DRAMATIC PLAY 3.1 Some dramatic play materials and furniture accessible in which children can act out family roles. 3.2 Dramatic Play materials must be accessible at least 1 hour daily. 3.3 Dramatic Play materials have a separate storage. 5.1 Many means three (3) or more children can use the materials at one time without undue competition and the materials are plentiful enough to encourage more complex play. Dress up clothes must be provided. (In addition to other dress up items, there should be at least 3 examples of typically female specific clothing and 3 examples of typically male specific clothing. Examples of typically female specific clothing are dresses, women s shoes, purses, women s hats, skirts, blouses, etc. Examples of typically male specific clothing are clip on ties, men s shirts, men s shoes, sports jackets, pants, etc.) Materials (examples) Dress up clothes (include gender specific and multicultural) Housekeeping Props Multicultural Food Props Multicultural Dolls Multicultural Food Utensils Furniture Stuffed animals Dishes Doll strollers 5.2 Materials accessible for a substantial portion of the day. These items must be accessible for a substantial portion of the day this means at least 1/3 of the time that children are in attendance, example, one (1) hour of a three (3) hourprogram, or three (3) hours of a nine (9) hour-program. 5.3 Props for at least 2 different themes accessible daily. Themes for Dramatic Play: (examples) Items for housekeeping child size furniture such as a sink, stove/oven, washer/dryer, refrigerator, table and chairs, couch, etc. Also includes dolls, doll furniture, doll clothes, stuffed animals, telephones, mirror, dishes, cooking equipment as well as play houses. Items for different kinds of work: Office play, office supplies- store items, cash register, play money, food containers or other items to be sold in a store. Construction worker (hats, boots, tools) medial (doctor s kit, bandages, etc.). 5

6 Leisure: Sports, camping, going on vacations-suitcases etc, picnic material, bird watching, fishing, boating, parties, birthday, dance party, tea party, etc. Zoo Keeper: stuffed animals, toy animals, things to make cages, tickets, money, uniforms, food to feed the animals, etc. Restaurant: cash register, menus, note pads, aprons, chef hats, table cloths, food bottle props, hair nets, uniforms, cooking equipment, play foods, etc. Adding diversity, will be helpful to get up to the 7 as well as counting in sections for Promoting Acceptance of diversity (examples, multi-cultural foods, dress-up clothes, and dolls representing different races (at least three (3) races), ages, cultures, abilities. Also, adding dramatic play materials outside is a requirement in the 7 category. G. NATURE/SCIENCE There are 4 categories for nature/science: Collections of Natural Objects Leaves Seashells Rocks Different types of wood Pinecones Bird s nest Living Things House plants, terrarium, seeds that children plant and watch grow Garden the class planted, cares for or visits regularly Class pet Window bird feeder Aquarium with fish, snails, or other animals Ant Farm (with living ants) Worm farm Butterfly hatching kit Eggs that hatch Nature/Science Books, Games, or Toys Books must have realistic pictures, photos, or drawings and tell facts about animals or other natural things. Fantasy stories about animals are not counted in this item. Games must also be realistic and fact based. Board games with a nature theme, nature picture matching cards, nature sequence cards, or body part matching games. Toys should realistically portray natural life. Example, Plastic sets of animals and puzzles with nature pictures or natural sequences. Stuffed animals would not be counted here. Factual nature science videos or computer games used by children. Nature/Science Activities Magnets with objects to experiment with Magnifying glasses with things to look at Sink and float activity Racing cars down slopes Shaking cans filled with differing substances to match and compare sounds Smelling and matching cans with different spices Plastic translucent color paddles to make colors that match objects or color cards. 6

7 3.1 Some developmentally appropriate games, materials or activities from 2 of the Nature/Science categories. 3.2 Materials are accessible at least 1 hour daily. 3.3 Teacher encourages children to bring in natural things to share with the class or add to their science collection. 5.1 Many means approximately three (3) to five (5) examples of a least three (3) of the four (4) categories, 5.2 Accessible for substantial portion of the day. 5.3 Materials are well organized and grouped by type also in good condition. 5.4 Using everyday events to experience nature is also included here. Example, while outside, discuss weather, trees, grass, observe insects or birds, etc. H. MATH/NUMBER (Match worksheets are not counted as math/number materials.) 3.1 Some developmentally appropriate math/number materials accessible. 3.2 Materials are accessible at least an hour daily. 5.1 Many means approximately three (3) to five (5) examples from each of the five (5) categories. Math/Number Categories Counting Teddy bears or other small objects to count Money in the dramatic play center Pegboards with numbers printed and holes to match Puzzles, toys or games where quantities of objects (pictures or real) are matched written numbers Beads and bead patterns Etc Measuring Measuring cups and spoons for sand/water, cooking or housekeeping center Balance with scale with things weigh Rulers and tape measure with things to measure Thermometers Height chart Foot size measure Comparing Quantities Toys and games that require children to figure out more and less Cubes (interlocking and smooth) that stack up to various heights Nested cups Puzzles, toys or three-dimensional graduated cylinders showing a sequence of different heights Playing cards Chart and graph activities 7

8 Recognizing Shapes Puzzles with geometric shapes Geoboards Unit blocks with outlines on shelves for organizing and matching shapes Parquetry blocks Pattern or matching cards for any shape toys Magnetic shapes Becoming Familiar with Written Numbers Number puzzles Magnetic numbers Play telephones Dramatic play cash register with play money Number lotto Clocks Calendar Number lacing cards Number books and posters 5.2 Materials are accessible for a substantial portion of the day. 5.3 Materials are organized and in good condition. 5.4 There are daily activities that are used to promote math/number learning. (i.e.: counting who is absent, counting who is here, setting the table, counting who is in line to go outside, counting while washing hands, a timer is used for taking turns, etc.) I. DIVERSITY To score yes on 5.1, diversity must be represented in BOOKS, PICTURES, and OTHER MATERIALS (small figures, puzzles, dolls, etc.). EACH of those items should have the following areas of diversity represented: Race Cultures Ages (contrasting ages such as a parent with a child) Abilities (individuals with disabilities) Non-stereotypical gender roles (such as a male nurse or a female pilot) To score yes on 5.2 there should be several items in dramatic play such as a set of ethnic food, dolls of different races (3), and multicultural clothing. Resources: A) ECERS Revised Edition: Harms, Clifford, Cryer; Teacher College Press Publishing, New York and London, B) B) All About the ECERS-R: Harms, Cryer, Riley; Teacher College Press Publishing, New York and London,