Updates and Questions about the ECERS-R
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1 NC Rated License Assessment Project Updates and Questions about the ECERS-R We invite you to attend the Updates and Questions about the ECERS-R webinar, and encourage you to view the training calendar found at our website: ncrlap.org for dates of the next scheduled session. This slide show is designed as a follow up to the webinarnote it is formatted from the original version shared during the live session. Many slides do not provide the complete intended content or learning objective; but rather, illustrate a single point or give the participant a visual cue for reference. Also, some of the images used during the webinars have been deleted from this slide show. Though a complete script of the content is not available at this time, you may submit questions regarding content to this address: ncrlapnw@uncg.edu. Thank you.
2 Pay Attention to Important Words/Phrases: Appropriate (Age, Dev. Level, Images) Weather Permitting Accessibility Times when materials are accessible Substantial Portion of the Day (ECERS-R) Many, Some, Few Variety/Different Categories Child-sized
3 Accessibility (ECERS-R) Children can reach and use materials, furnishings, equipment -ECERS-R page 6
4 Accessibility at the Minimal Level (3) on ECERS-R (or other items requiring 1 hour a day) 1 hour daily requirement is for programs 8 hours or more Less than 8 hour/day programs: Number of hours in operation 6 7 Number of hours in operation 6 hrs. 7 hrs. Minutes required for accessibility 45 50
5 Substantial Portion of the Day One third the time children are in attendance page 6 of ECERS-R For example, a 12 hour program requires accessibility to materials and furnishings for at least 4 hours. S.P.O.D. is important because it affects 11 items on the scale! (Chart on page 12 of score sheet)
6 Substantial Portion of the Day for ECERS-R 3. Furnishings for relaxation and comfort 5. Space for privacy 15. Books and pictures 19. Fine motor 20. Art 22. Blocks 23. Sand/water 24. Dramatic play 25. Nature/science 26. Math/number 34. Schedule
7 Math/number for ECERS-R Many materials (3-5) of various types accessible. Types include: 1.Counting, 2. Measuring, 3. Comparing quantities, 4. Recognizing shapes, 5. Familiarity with written numbers
8 Child-sized furnishings Are the tables and chairs used for play/learning and routines appropriately sized for children in the group? See page 12 and 13 of the ECERS-R for information. Furnishings need to be appropriately sized in the classroom as well as the cafeteria if applicable.
9 9 Most Frequently Missed Items
10 Lower Scoring Items 1 st 14. Safety Common difficulties for indicator 3.1- mulch or sand is not deep enough (inadequate cushioning) uncovered electrical outlets (e.g., strip outlets near computer) spacing of equipment is too close (inadequate fall zones).
11 Lower Scoring Items 7. Space for gross motor 2 nd Common difficulties for indicator 3.2- mulch is not deep enough (inadequate cushioning) inadequate fall zones
12 Lower Scoring Items 3 rd 10. Meals/snacks Common difficulties for indicator 3.3- recontamination after hand washing not letting sanitizer dry after application for at least 2 minutes
13 Lower Scoring Items 4 th 11. Nap/rest Common difficulties for indicator 3.2- Spacing of cots/mats too close (must be 18 for indicator 3.2) Cots/mats not stored appropriately Soft toys from the classroom used for nap, rather than personal toys. Common difficulties for indicator 5.3- Spacing of cots/mats too close (must be 36 for indicator 5.3)
14 Lower Scoring Items 5 th 12. Toileting/diapering Common difficulties for indicator 3.1- Same sink Issues with diaper changing procedures
15 Lower Scoring Items 6 th 13. Health practice Common difficulty for indicator 3.1- Hand washing did not occur at least 75% of the time as needed.
16 Upon arrival to school, re-entry to room After messy play (finger painting, before & after water play) After contact with bodily fluids Photo by Nicole Wyrick After contact with contaminated surfaces (trash can lids, pets)
17 Health, Sanitation, and Safety - Keep in Mind Practice vs. Lapse (75% of the time) Waterless wash & wipes (Can be used under certain circumstances)
18 Lower Scoring Items 7 th 34. Schedule Common difficulty for indicator 3.3- Children do not go outside daily, weather permitting. Common difficulty for indicator 5.4- Children wait for more than 3 minutes without activity.
19 Photo by NCRLAP Weather Permitting
20 When is it too cold for preschoolers to go outside? A. When the teacher has to wear a heavy coat B. If it is under 32 degrees (freezing) C. December, January, and February. Babies and Toddlers get sick when they play outside in cold weather!!! D. If there is a winter weather advisory (low temperature combined with high wind chill) or if it is actively precipitating or children appear to be uncomfortable
21 Weather Permitting? Weather Permitting means children go outdoors every day, unless there is active precipitation, a weather advisory, or public announcements related to unsafe health conditions.
22 Some Ideas for Making Outdoor Play an Everyday Event, Weather Permitting! Modify as needed Photo by Wendy Banning Photo by Nicole Wyrick
23 Lower Scoring Items 8 th 22. Blocks Common difficulty for indicator 5.3- Materials other than blocks and accessories are present in the area and distract from block play. Common difficulty for indicator 5.4- Blocks not accessible for SPOD and/or other indicators did not earn credit so 5.4 does not as well.
24 What is the focus of this area intended for block play? Art materials More pretend play Pretend play toys Several fine motor toys Small building materials (fine motor) Large interlocking materials (fine motor)
25 Make sure- space for play, blocks, and accessories Blocks- units, large hollows, homemade blocks Accessories- enhance play, but not focus of play Is the space out of traffic?
26 Top 9 Lower Scoring Items 9 th 4. Room arrangement for play Common difficulty for indicator 5.2- Common difficulty for indicator 5.2- Active play areas such as the music, block or dramatic play area are placed beside quiet play spaces like the book, cozy or listening center.
27 How teachers and directors can prepare Read the appropriate scale Conduct practice observations (feel more at ease) Have paperwork ready when assessors arrive Discuss the interview process Guide the classroom as any other day- Quality everyday! Use the Assessment Report as a resource for goal-setting/ enhancement
28 More ideas for preparing Make sure to implement any changes well before the assessment date. Consider a webinar or information downloads from the NCRLAP website.
29 Important Resources NC Additional notes (ncrlap.org) (notes are updated 2 times per year) Supplemental items NCRLAP s Requirements for Gross Motor Space and Equipment Meal Guidelines- Ages 1-12 and/or Infant Meal Guidelines- Ages 0-11 Months Caring for Our Children
30 Contact Information: ncrlap.org NCRLAP
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