Preparing for the ITERS-R,
ECERS-R and FCCERS-R
Assessments
Kim Vanover
PHILOSOPHY OF EARLY
LEARNING
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Children need
To learn on their own and from peers and adults.
Both orderly structure and unplanned, spontaneous events.
Freedom to make choices and boundaries within which
they can make choices.
• To belong to a greater community and to be treated as a
unique individual.
• A comfortable and positive sense of personal identity and
a respect for people who are different.
• Independent play and teacher planned activities.
PHILOSOPHY OF EARLY
LEARNING
• Exceptional children need
• Everything typically developing children
need plus
• Individualized treatment and immersion
into the full classroom experience.
• Respect for their own unique abilities and
exposure to a children with a wide variety
of skills.
Interview Questions
• Provisions for children with disabilities
• Could you describe how you try to meet the needs of the
children with disabilities in your group?
• Do you have any information from assessments on the children?
How is it used?
• Do you need to do anything special to meet the needs of the
children? Please describe what you do.
• Are you and the children’s parents involved in helping to decide
how to meet the children’s needs? Please describe.
• How are intervention services such as therapy handled?
• Are you involved in the children’s assessments or in the
development of intervention plans? What is your role?
Elements present in creating
effective learning environments
• Themes: An effective teaching tool is the
use of themes, which serve to guide the
teaching, activities, classroom organization
and decoration, conversation and play
during the year.
Elements present in creating
effective learning environments
• Classroom centers: Having a number of
learning centers serves to provide variety in
stimulating learning experiences, meet the
individual needs of children, simultaneously
bring structure and opportunities for change
within the school day.
Elements present in creating
effective learning environments
• Outdoor environments: Outdoor play
time should be an extension on the learning
opportunities provided within the
classroom, even as children receive the
physical and social benefits of exercise and
movement.
Implementing Themes
• Apparent to an outsider
• Reflected in at least 3 books
• Found throughout the classroom/space
POSITIVE DISCIPLINE AS A
STRATEGY FOR LEARNING
• “Catching children being good”—
Children are anxious to gain our approval
and attention. Therefore, affirming
desirable behaviors is likely to encourage
the child to repeat such behaviors.
Example: “Thank you for sharing your toy,
Susie! What a wonderful thing to do!” or
“Johnny, I really loved the polite words you
used when you asked for some more juice!”
POSITIVE DISCIPLINE AS A
STRATEGY FOR LEARNING
• Modeling—Children watch adults closely!
Most of us have had that uncanny (or
sometimes uncomfortable) feeling of
hearing our words or seeing our actions
reproduced in miniature by the children in
our care. Therefore, one of your best
teaching strategies is simply modeling the
words, actions, and behaviors you hope to
see in your children.
POSITIVE DISCIPLINE AS A
STRATEGY FOR LEARNING
• Personal experience—Providing
opportunities for children to experience
solving a problem, creating something, or
trying a new skills—with much positive
feedback for each element of success—is
another primary teaching strategy. In fact,
all of us learn best through our own
experiences.
POSITIVE DISCIPLINE AS A
STRATEGY FOR LEARNING
• Successive approximation—While this term may not be
familiar, this fact of learning will be very familiar to us all.
We all learn things in small increments. For example, first
we learned to crawl, then pull up, then stand alone, then
take a step, then run, skip, and jump. Likewise, a child
first enjoys cuddling with someone while looking at
colorful pictures in a book; then begins to associate the
pictures with the story; then begins to realize that the print
is conveying the story; then begins to express curiosity
about letters, etc. When we applaud a small step toward
success, this encourages a child to take the next step
required. Don’t wait until the whole process is complete to
cheer a child on!
POSITIVE DISCIPLINE AS A
STRATEGY FOR LEARNING
• Gentle guidance—As a child moves
through such sequences, gentle questions or
suggestions are a positive strategy for
assisting the child in moving to the next
level of success.
POSITIVE DISCIPLINE AS A
STRATEGY FOR LEARNING
• Redirection—When a child is experiencing
frustration with a task or another person,
one of the most helpful strategies may be to
redirect the child to another task or another
area of the room, defusing the frustration
and anger.
Interview Questions
Discipline
• Do you ever find it necessary to use strict
discipline? Please describe the methods you use.
• Do you use activities with the children that
encourage them to get along well with each other?
• What do you do if you have a child with a very
difficult behavior problem?
Helping children understand
language
This item looks at the language staff use
with children throughout the day during
routines and play.
Consider how much talking to
children is done by staff . . .
Consider that way that staff talk
to children . . .
Also consider classroom noise ( e.g.,
loud music, constant crying, lack of
sound-absorbing materials)- does it
interfere with the children’s ability to
hear language?
Consider what kind of talking is
done with children . . .
Listen to find out how staff help
children enjoy language . . .
Indoor Space
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Space is in good repair
Accessible to people with disabilities
Ample indoor space
Controlled ventilation
Natural lighting that can be controlled
Supervision
Indoor Space
Indoor space
• Can the ventilation in your room be
controlled? If yes, ask: How is this done?
Furniture
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Enough furniture (cubbies)
Seats are comfortable and supportive
Child-sized tables and chairs for toddlers
Furniture promotes self-help
Convenient, organized storage for extra toys
and supplies
• Comfortable adult seating
Furnishings
Furniture for routine care and play
• Do you use any other toys or materials in
addition to what I observed? If yes, ask:
Where are they stored? Could you please
show me?
• If cots or mats are not visible during the
observation, ask: Where are the children’s
cots or mats stored?
DECORATING TO SET THE
CLASSROOM MOOD
• Display
• Use all areas in and around your room: walls, doors,
changing areas, bathrooms, windows, bulletin boards in the
class and hallway.
• Change your displays to match your classroom themes (at
least montly). Visitors should be able to guess your theme
by looking around your room.
• Photographs and artwork should be at children’s eye levelsome within easy reach.
• Many colorful, simple pictures and/or photographs must be
displayed throughout the room- art work done by toddlers
must be displayed.
• 75% of display must be protected
DECORATING TO SET THE
CLASSROOM MOOD
• Displays should show people from many cultures, races,
age groups, abilities and non gender stereotyping roles.
• Display pictures of the children in your classroom and
their families.
• Have a parent information board that includes health
information, lesson plans, classroom schedule, menus, and
upcoming events.
• A hanging display must be available for all children to
look at. ITERS-R
• Talk to the children about displayed material *must be
observed
DECORATING TO SET THE
CLASSROOM MOOD
• For infants only:
• Cribs should be labeled with each child’s name
and birth date.
• Decorate the crib ends and/or nearby wall with
family pictures and/or objects from home,
whenever possible.
• Post decorative and fun biographical facts on cribs
to help staff learn about the children and their
likes and dislikes. (best practice)
Display
Display for children
• Do you add to or change what is displayed
in your room, such as the pictures on the
wall? If yes, ask: about how often?
Setting the mood
• Sounds and Music:
• The teacher’s vocal tone, classroom volume, and
background music set the mood of the room.
• Remember, “children learn what they live,” so, if
the teacher shouts or uses a loud voice, the
children will also shout and speak loudly. If the
teacher speaks softly, gently, and kindly, the
children are likely to follow that example!
• It is important to have excitement in classrooms,
but constant, loud voices do not help learning.
Personal Care Routines
“I will not obsess about sanitation”
7. Meals/snacks
Are feeding practices appropriate?
Infants put to bed with bottles
Bottles propped for feeding
Children eat while walking, playing
Children forced to eat
Meals and Snacks
•Water offered between meals
•Do they meet USDA guideline requirements?
•Are the foods served age-appropriate?
•Are accommodations made for children’s
allergies/dietary restrictions?
•Allergies posted and appropriate substitutions
made
Maintaining basic sanitary procedures:
Proper handwashing for adults and children
Properly sanitized eating surfaces
Food served under sanitary and safe
conditions
Meals/snacks
Meals/snacks
• What do you do if parents provide insufficient food for
their children or if the food they provide does not meet
children’s needs?
• What do you do if children have food allergies?
• Do you have a chance to talk with parents about their
child’s nutrition? If yes, ask: What sort of issues do you
discuss?
Schedule
• What do you do if a toddler seems tired before naptime or
hungry before mealtime? Is flexibility possible in nap or
meal times? If yes, ask: how would that be handled?
8. Nap
Several issues to consider:
- Schedule
- Sanitation issues
- Provisions (cribs, cots, mats)
- Supervision
Schedule - when children are actually
provided with nap time
Inappropriate = nap usually does not meet
the needs of the children in the group
· too late
· too early
· too long
· too short
· not dependable
Sanitary issues:
Unsanitary = unclean so spread of disease
(skin, respiratory) from child to child is not
minimized
Sanitary provisions for nap
· nap area is uncrowded
· clean, individual bedding- not shared
· children’s bedding stored to avoid
contamination
· mats and cots easily washed and
sanitized
Provisions for Nap
• Cots, mats, or cribs used
• Space used for napping and not for play
• Safety concerns
Nap is personalized:
•Crib/cot in same place each day
•Familiar routines used
•Special blanket or soft toy for
toddlers
Supervision during nap
• Sleeping children need to be within sight and
sound of staff
• Sufficient supervision means that there are
enough staff in the room to handled
emergencies and children’s needs
• Insufficient supervision means that napping
children are not within hearing and easy sight
of staff or staff are present but not actively
supervising
Nap/rest
• Nap
• If nap is not observed, ask: Since I was not here to see
naptime, how is nap handled? More specific questions can
then be asked:
• Where do the children sleep? How are the cots/mats
arranged?
• Who supervises naptime? How is supervision handled?
• What do you do if a child is tired before naptime?
• What do you do if a child wakes up very early from nap?
9. Diapering / Toileting
What is the
diapering procedure?
Diapering/Toileting
• Check every 2 hours
• Meets individual needs
10. Health practices
Minimizing the spread of germs:
 Proper handwashing procedures are followed
when needed.
 Special attention given to the possibility of
contamination from blood borne
pathogens, such as the hepatitis B virus,
HIV, or hepatitis C.
Staff are good models of health practices
Staff show children that they care for their own
health
 Maintaining personal hygiene, washing,
brushing teeth, clean clothing
 Eating and drinking healthy in front of children
 Getting exercise and rest
 Making sure things are kept clean
 Dressing appropriately
Health Practices
Health practices
• Is smoking allowed in the child care areas,
either indoors or outdoors?
• Are extra clothes available for the children,
in case they are needed?
• Do you make any health-related information
available to the parents? If yes, ask: Can
you give me some examples?
Greeting/departing
• Greeting/departing
• If neither greeting nor departing are observed, ask: Can you describe
what happens when children arrive and leave? Follow up with more
specific questions if needed, such as:
• Do parents usually bring the children into the room?
• What is done to prepare for children’s leaving?
• If a child has difficulty letting his or her parent leave or has difficulty
leaving the center at the end of the day, how is this handled?
• Do parents ever spend time in the classroom at drop-off and pick-up
times?
• Is it possible for staff to talk to parents at pick-up times? If yes, ask:
what sort of things are discussed?
• Is a written record of each infant’s day given to parents? If yes, ask:
May I see an example?
Safety Practices
Safety practices
• Do you ever transport children? How is this handled to
ensure their safety?
• What provisions do you have for handling emergencies?
• Specific follow-up questions may be needed, such as:
• How would you handle an emergency?
• Do you have anyone on staff that is trained in
infant/toddler first aid including management of a blocked
airway (choke-saving) and rescue breathing?
• Is there a first aid kit available for you to use? Can you
please show it to me?
• Is there a telephone you would use to call for help in an
emergency?
Setting the mood
• Use music to help set a mood: soft music for
naptime; upbeat music for free play, dancing, and
outside fun; marching rhythms or songs for
transitioning to the next activity.
• Play music that represents different cultures, but
make selections that are developmentally and
culturally appropriate for children. Our culture
has lots of music that is inappropriate for children,
including scary, violent, explicit or controversial
content—these should be avoided.
Using Learning Centers
• Important notes about centers
• Here are a few tips to remember when deciding how to
improve your classroom with centers:
• Have a minimum of 5 centers in each room for Toddlers
and Twos.
• Separate centers are not necessary in Infant classrooms,
with the exception of a cozy, it is important to have
materials out and available to the children representing all
interest areas.
• Quiet centers must be separated clearly from the noisy
centers.
• Children should be able to freely choose which centers or
activities they wish to use for much of the day (any time
that children are awake and able to play) Iters, Fccers
• Substantial portion of the day- 1/3 of the day, ECERS
Using Learning Centers
• It is important that you move around the room and
interact with the children while they are involved in free
playtime.
• Encourage children to play in small groups and different
centers. This reduces the chance of children competing for
the same toys or for your attention.
• Try not to interrupt play that is going well.
• Talk, talk, talk, read, read, read and sing, sing, sing
with your children all day long.
• Use all centers to support your curriculum lesson plans,
and classroom themes.
Types of Centers
Quiet Centers
Cozy
Reading
Writing
Types of Centers
Noisy Centers
Dramatic Play
Blocks
Music
TV/Video/Computer
Types of Centers
Buffer Centers
Sand and Water
Computers (with headphones)
Science and Nature
Math and Numbers
Fine Motor
Listening (with headphones)
Art
Materials
for Learning Opportunities
 opportunities for children to choose what
they will work on, from a developmental point
of view
 Accommodates to individual learning
styles
 Broadens the range of information
children can take in
Materials that are appropriate:
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Vary by children’s ages and interests
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Provide challenge but minimize frustration
 Are generally open-ended rather than
closed
Fine motor
• Arrangement and use
– Floor space is preferred play space for children
under 2 ½ years.
– Provide materials with differing levels of
difficulty.
– Center should be accessible for much of the
day. ITERS, FCCERS
– Substantial portion of the day- ECERS
Fine motor ITERS
• Materials
– Toys that involving grasping, texture, and cause/effect.
– Additional toys rotated to provide variation, encourage exploration
and relate to classroom themes.
– Sufficient toys to reduce the chance for conflict. 10 toys for a
group of 5 infants- 15 toys for a group of 4 toddlers and 1
additional per child if over 5 in the group
– Infants: nesting cups, busy boxes, rattles, cradle gyms, containers
to fill and dump.
– Toddlers
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Pop beads
Shape sorters
Large stringing beads
Puzzles
Stacking rings
Crayons
Fine motor ECERS
• Materials
– Additional toys rotated to provide variation, encourage
exploration and relate to classroom themes.
– Sufficient toys to reduce the chance for conflict.
– Preschoolers (3 of each type must be accessible for a
substantial part of the day)
• Small building toys: Lincoln logs, interlocking toys
• Art materials: crayons, scissors
• Manipulatives: string beads, peg boards, sewing
cards
• Puzzles
Fine motor FCCERS
• Materials
– Additional toys rotated to provide variation, encourage
exploration and relate to classroom themes.
– Sufficient toys to reduce the chance for conflict.
– Infants/Toddlers- 10 different appropriate materials
– Preschoolers (3 of each type must be accessible for
much of the day)
• Small building toys: Lincoln logs, interlocking toys
• Art materials: crayons, scissors
• Manipulatives: string beads, peg boards, sewing
cards
• Puzzles
Fine motor
• Interaction
Talk about sorting, size comparison, opposites,
cause and effect, names of shapes, and
concepts. Ask simple questions.
- Provider interacts with children in relation to
their play- 2 observations FCCERS
– Promote “language for reasoning” as you talk
about sorting, size comparison, opposites, cause
and effect, names of shapes, and concepts.- E
Fine motor
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Curriculum focus areas
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Physical development
Cognitive development
Fine motor
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When are the manipulatives and other fine
motor materials accessible for children to use?
Do you have any additional fine motor materials
that you use with the children? If yes, ask:
Could you please show these to me?
Math ECERS/FCCERS
• Arrangement and use
– Organized space
– Supplies which can be organized according to
type
– Must have at least one teacher-directed activity
every two weeks
– Accessible for a substantial portion of the dayECERS
Math
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Materials to experience
Counting
Measuring
Comparing quantities
Recognizing shapes
Written number
3-5 of each type for a substantial portion of the
day- ECERS
5 different materials for each age groupFCCERS (2 shape, 2 number)
Math
• Concepts are….
· Same-different
· Matching
· Classifying
· Sequencing
· Cause and effect
· Spatial relationships
· One-to-one correspondence
Math activities encourage the development of concepts
Math
• Interaction
– Promote “language for reasoning” as you talk about
sorting, sizes, opposites, cause and effect. Discuss “why”
you sort things in one way or another, “why” one cup
holds more than another; comparisons in quantity such as
tall and thin, short and fat, etc.
– Place pictures of numbers next to an array of items that
equals that number ( for example, the number 4 and 4
blocks) and compare this with another number (the number
10 and 10 blocks.)
– Sing number songs, such as “Ten Little Indians” or “Five
Little Chickadees”.
– Count with children through everyday activities such as
setting the table: count plates, cups, spoons, napkins.
– 1 example during Free play and 1 during routinesFCCERS
Interview Questions
Math/number
• Could you give me some examples of math
activities you do with the children in
addition to what I’ve seen?
• Are there any other math materials used
with the children? How is this handled?
TV/Video/Computers
Use of TV, video, and/or computers
• Are TV, videos, or computers used with the children? How
are they used?
• How do you choose the TV, video, or computer materials
to use with the children?
• Are other activities available to children while TV or
videos are used?
• How often are TV, video, or computers used with the
children? For what length of time are these available?
• Do any of the materials encourage active involvement by
the children? Please give some examples.
• Do you use TV, video, or the computer related to topics of
themes in the classroom? Please explain.
Science and Nature
• Arrangement and Use
– Organized space
– Works well in combination with or close to
Sand and Water Center
– Must have at least one teacher-directed activity
every two weeks- ECERS/FCCERS
– Space for at least 3 children
– Accessible for a substantial part of the day
Science and Nature
• Materials
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Collections of natural objects (leaves, rocks, bugs, feathers, shells, etc.)
Living things (fish, plants, etc.)
Books, games, puzzles and toys relating to science and nature
Activities (magnets, magnifying glasses, scales, cooking implements,
measuring equipment)
– Additional materials, with rotation to provide variation, encourage
exploration, and relate to classroom themes.
• *This center must include 3 to 5 of each type.- ECERS
• 9 examples with 3 of 4 categories for preschoolers/schoolagersFCCERS
• Outdoor experience with nature 3 time a week ECERS 2 times
FCCERS/ITERS- indoor daily all scales.
Science and Nature
• Inappropriate materials
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Turtles
Lizards
Birds
Poisonous plants
Science and Nature
• Interaction
– Talk with children about everyday occurrences in
nature, such as the weather and seasons.
– Encourage “language for reasoning,” as you talk about
sorting, size comparison, opposites, cause and effect,
and other concepts. Discuss “why” you might sort
things in one way or another, what makes an object is
heavier or lighter than another, “why” a certain cause
creates a certain effect. Ask “what if” questions (What
would happen if we did so and so? What would happen
if a bird was heavy like this rock? What happens if a
sea creature outgrows its shell?)
– Encourage open discussion with your children.
Welcome children’s imaginative comments and
questions!
Interview Questions
Nature/science
• Do children bring in nature or science things to
share? How do you handle this?
• Can you give me some examples of nature/science
activities you do with the children in addition to
what I’ve seen? About how often are these
activities done?
• Do you use nature/science books or AV materials
with the children? Please describe.
Science and Nature ITERS
• Related experiences:
-Must have at least one outdoor experience with nature at
least 2 times a week. (must include living plants or
animals)
– Indoor experience with nature daily.
(blowing bubbles is a great science experience for all ages
Science and Nature
• Materials
– At least 2 nature/science pictures, books, or
toys that represent nature realistically.
– Living things indoors (fish, plants, etc.)
– Additional materials, with rotation to provide
variation, encourage exploration, and relate to
classroom themes.
*Must be accessible for one hour daily.
Science and Nature
Nature/science
– How often are children taken outdoors? Could
you describe any experiences they have with
nature when they are outdoors?
Dramatic Play/ITERS
• Arrangement and use
– Organized space
– Sufficient supplies to prevent conflict
– Accessible daily for much of the day
Dramatic Play-ITERS
• Materials
Infants:
– Dolls
– Soft animals
– Pots and pans
– Toy telephones
– Additional props, rotated to provide variation,
encourage exploration, and relate to classroom themes
• 3-5 of each example
• 2 or more dolls and soft animals observed accessible
Dramatic Play
Toddlers:
– Child sized play furniture
– Play building with props (barn, doll house, fire station)
– Baby doll furniture (high chair, bed, stroller)
– Props with a variety of themes: housekeeping, occupations, fantasy and
leisure
– Dress-up clothes: 2 to 3 examples of clothing for both genders
– Food items, dishes, pots, pans
– Props that represent diversity: dolls (3 races), food and clothing that
represent different races and cultures (2 additional examples).
– Telephones
– Soft animals
– Additional props and clothes, rotated to provide variation, encourage
exploration, and relate to classroom themes
Dramatic Play
• Interaction
– Engage children in creating interactive stories or puppet
plays.
– Encourage children to take pretend trips.
– Engage with the children in pretend play.* must be
observed once during the observation
– Encourage small groups of children to play together in
this area.
– Avoid excessive teacher direction.
– Avoid forcing gender-appropriate choices (girls may
choose to be a fireman; boys may want to dress up.)
Dramatic Play
Promoting acceptance of diversity
– Are there any activities used to help children
become aware of diversity? If yes, ask: Can
you give some examples?
Dramatic Play- ECERS
• Arrangement and use
– Organized space
– Sufficient supplies to prevent conflict
Dramatic Play
• Materials
– Child sized play furniture
– Play building with props (barn, doll house, fire station)
– Baby doll furniture (high chair, bed, stroller)
– Props with a variety of themes: housekeeping, occupations,
fantasy and leisure
– Dress-up clothes: 2 to 3 examples of clothing for both genders
– Food items, dishes, pots, pans
– Props that represent diversity: dolls, food and clothing that
represent different races and cultures
– Telephones
– Puppets and stage
– Masks and hats
– Additional props and clothes, rotated to provide variation,
encourage exploration, and relate to classroom themes
Dramatic Play- FCCERS
• Many and varied for each age group.- two
themes are required for preschoolers and
older
• Child-sized play furniture for toddlers and
preschoolers
• Materials to represent diversity- 2 examples
• Provider facilitates dramatic play- observed
Dramatic Play
• Interaction
– Engage children in creating interactive stories or puppet
plays.
– Encourage children to take pretend trips.
– Engage with the children in pretend play.
– Encourage small groups of children to play together in
this area.
– Avoid excessive teacher direction.
– Avoid forcing gender-appropriate choices (girls may
choose to be a fireman; boys may want to dress up.
Interview Questions
Dramatic play
• Are there any other dramatic play props
children can use? Please describe them.
• Are props for dramatic play ever used
outside or in a larger indoor space?
• Is there anything you do to extend
children’s dramatic play?
Art- ITERS
• Arrangement and use
– Does not have to be in an organized area
– Accessible daily for children 12 months and
older.
Art
• Materials
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Crayons
Non-toxic markers with washable ink
Brushes and paint
Finger paints
Play dough
Paper
Additional materials that relate to the classroom themes and that
reflect the developmental readiness of children
– Sufficient supplies to reduce the chance of conflict
*children must have access to 3 different materials on a weekly basis
Art
• Inappropriate materials
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Edible materials
Shaving cream
Glitter
Small objects such as beads
Styrofoam peanuts
Art
• Interaction
– Encourage individual expression.
– Do not require children to participate. *A minimum of 2 additional
activities must be available.
– Do not create teacher-directed work.
– Talk to children about their art work, using open-ended comments,
such as
• “Tell me about your picture, Sam.”
• “I see red and blue in your picture.”
• “I’d like to hear more about what is happening in your picture.”
– Encourage children to create art work that relates to classroom
themes.
Art
• Art
– Are art materials used with the children? If yes,
ask: What materials are used? Can I see these
art supplies? Are edible materials ever used for
art?
– How often are art materials used with the
children?
– How do you choose what art materials to offer
the children?
Art- ECERS
• Arrangement and use for children 2 ½ and
older
– Accessible to a sink (that is, a sink is in the
same room)
– Organized art area
– Space for at least 3 children
– Accessible for a substantial part of the day
Art
• Materials for children 21/2 and older
– *Drawing: paper; crayons; non-toxic, washable markers;
pencils; chalk
– *Painting: brushes, paint, finger paints, paper
– *3-Dimensional: play, clay, wood
– *Collage: fuzzy balls, buttons, shredded paper, items
from nature
– *Tools: scissors with rounded ends, tape, hole punch
– Additional materials relating to classroom themes
– Sufficient supplies to reduce the chance of conflict.
• *Of these five material categories, four must be accessible
for a substantial portion of the day, and drawing must be
one of the four.
Art
• Inappropriate materials
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Edible materials
Shaving cream
Glitter
Small objects such as beads
Styrofoam peanuts
Art
• Interaction
– Encourage individual expression.
– Do not require children to participate.
– Do not create teacher-directed work.
– Talk to children about their art work, using open-ended
comments, such as
• “Tell me about your picture, Sam.”
• “I see red and blue in your picture.”
• “Tell me about your feelings as your drew the picture.”
• “I’d like to hear more about what is happening in your
picture.”
– Encourage children to create art work that relates to
classroom themes.
Art- FCCERS
• Individual expression encouraged
• 3 different drawing materials used with
Toddlers weekly
• 3 materials from 4 of the types accessible
daily for preschoolers and older
• 3D materials used monthly for preschoolers
and older
Interview Questions
Art
• Are three-dimensional art materials such as clay
or wood for gluing, ever used? If so, how often?
• How do you choose what art activities to offer the
children?
• Do you offer art activities that children can work
on over several days? Please describe some
examples.
Music
• Arrangement and use
– Accessible daily for much of the day.
ITERS/FCCERS
– One hour daily- ECERS
– At least 2 music toys rotated monthy.
– Must be used with a purpose
Music
• Materials
– 10 musical toys, no less than 1 per child based on
maximum attendance permitted. ITERS
– 10 musical toys, 3 per age group- FCCERS
– Enough for ½ children in the group- music to play
independently 4yr and older- ECERS
– Music representing diverse cultures and different
languages * at least 3 different types of music used
regularly; involving a variety of instruments; and
including a variety of musical styles, rhythms, and
volumes
Music
• Interaction
– Sing informally to the children *must be
observed at least once ITERS, FCCERS
– Encourage creativity—let them go!
– Encourage children to dance, clap or sing
along. *must be observed- ITERS
Music
• Music and movement
– Do you use any music with the children? If
yes, ask: how is this handled? How often is
this done?
– Do you have any other musical toys or
instruments that the children can use? Could
you please show me?
– What types of music are used with the children?
Can you give me some examples?
Books- ITERS
• Arrangement and use
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Book area set up for independent use
Soft seating
Accessible daily for much of the day
Added or changed monthly
Books
• Materials
– Books must be in good repair *no more than 3
in poor repair (FCCERS also)
– A wide selection of books: varying races, ages,
abilities, animals, familiar objects and familiar
routines. (FCCERS also)
– At least 12 appropriate infant/toddler booksbut no less than 2 for each child in group.
Books
• Inappropriate materials
– Any books with violent or frightening content.
– Books that are not age-appropriate.
Books
• Interaction
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All book times must be warm and interactive.
Encourage independent and small group reading.
Read a book with one or two children. *must be observed
Listen to a child “read” a book to you.
Talk about characters and places in the books.
Ask children questions about pictures in the books.
Talk to children about objects in the books.
Help children relate stories to current classroom themes.
Participation encouraged only while children are interestedchildren not forced to participate.
– Use books with children periodically throughout the day.*must be
observed
Books
• Using books
– Do you add to or change the books that are put
out for the children to use? If yes, ask: How
often do you do this? What kinds of books are
added?
Books- ECERS
• Arrangement and use
– Organized center devoted to reading
– Soft seating
– Accessible for a substantial part of the day
Books
• Materials
– Receptive language materials, such as posters
and flannel board stories
– A variety of books: fantasy and factual; people,
animals and science; diversity requirements
– How many? 2 per child- in each age groupFCCERS
Books
• Inappropriate materials
– Any books with violent or frightening content.
– Books that are not age-appropriate.
Books
• Interaction
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Encourage independent and small group reading.
Read a book with one or two children.
Listen to a child “read” a book to you.
Talk about characters and places in the books.
Ask children questions about pictures in the books.
Talk to children about objects in the books.
Help children relate stories to current classroom themes.
Read around the room! Posters, labels, displays,
magazines, and children’s work are all great reading
opportunities.
Interview Question
Books and pictures
• Are there any other books used with the
children? How is this handled?
• How do you choose books?
Cozy- ITERS/FCCERS
• Arrangement and use
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Quiet space, out of traffic or walkways
Space protected from active play
Substantial amount of softness.
Accessible daily for much of the day
Cozy
• Possible Materials
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Bean bags or other soft structures
Washable pillows
Books
Stuffed animals
Puppets
Felt board
Soft toys must be available in classroom: at least 10- 2
per child if more than 5 children in group.
Cozy
• Interaction
– Encourage calm, quiet discussion between
peers and teachers.
– Take advantage of one-on-one reading
opportunities or quiet play in this space.*must
be observed
– Use this space when a child wants or needs
some alone time.
Cozy- ECERS
• Arrangement and use
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Quiet space, away from the traffic of your room
Space protected from active play
Very soft seating and toys
Good Space for 1 to 2 children
Cozy
• Materials
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Bean bags or other soft structures
Washable pillows
Books
Stuffed animals
Puppets
Felt board
Cozy
• Interaction
– Encourage calm, quiet discussion between
peers and teachers.
– Take advantage of one-on-one reading
opportunities in this space.
– Use this space when a child wants or needs
some alone time.
Sand and Water
• Arrangement and use
– Organized space
– Variety of toys
– Sand or Water accessible daily for at least one
hour for children 18 months and older- All
Scales
– Provisions for sand & water both indoors and
out- ECERS
– Different activities done
Sand and Water
• Materials
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Sand/water table
Tubs
Boxes
Buckets
Sand and water toys: scoops, funnels, trucks and cars,
people, animals
– Additional materials relating to classroom themes.
– Anything that can be poured can be substituted for sand
or water.
Sand and Water
• Interaction
– Close supervision!
– Discuss textures and concepts, such as wet or
dry, empty or full, hot or cold, soft or rough,
lumpy or smooth.
– Encourage pretend play
– Encourage working together
Sand and Water
Sand and water play
– Do the children use sand or water? If yes ask:
– How often is this done?
– Are any toys used for the sand and water play?
Could you please describe them or show me?
– Are there any other activities or materials used
with sand or water in addition to what I saw
today? Could you tell me about them?
Blocks- ITERS
• Arrangements and use
– Required for children 12 months and older
– Uninterrupted space away from traffic
– Space must be large enough that children are
not crowded
– Blocks organized and labeled by type, size and
shapes
– Accessible for much of the day
Blocks
• Materials
– Must have at least three types of blocks- 10 of
each type.
– Blocks must be stackable (Toys that fit together
or are 2 inches or smaller in diameter are not
considered blocks)
– Accessories: transportation toys, people,
animals. *must have at least 5 toys from each
category
Blocks- FCCERS
• Sets of 2 different types for each age group
(12 months- 7 years).
• Variety of accessories- transportation,
people, animals
Blocks
• Interaction
– Promote “language for reasoning” as you talk about
sorting, size comparison, and cause and effect.
– Do simple block play with children. *must be observed
– Talk with the children about what they are building,
what it would be used for, etc.
– With children who seem hesitant to begin, provide a
demonstration of a sample activity; then back off and
let the children take it from there.
Blocks
• Curriculum focus area
– Creative expression
– Physical development
– Social development
Blocks- ECERS
• Arrangements and use
– Uninterrupted space away from traffic
– Blocks organized and labeled by type, size and
shapes
– Space for 2 to 3 children
– Accessible for a substantial part of the day
Blocks
• Materials
– Must have at least two types of blocks
• Children age 2 ½ and older must have enough space,
blocks and accessories for three children to build
waist high structures.
– Blocks must be stackable (Toys that fit together or are
smaller than 2 inches in diameter are not considered
blocks—see find motor center.)
– Accessories: people, animals, vehicles, signs, maps
Blocks
• Interaction
– Promote “language for reasoning” as you talk about
sorting, size comparison, and cause and effect. Discuss
“why” the structure fell when the biggest block was
placed on top of the smaller ones, etc.
– Talk with the children about what they are building,
what it would be used for, etc.
– With children who seem hesitant to begin, provide a
demonstration of a sample activity; then back off and
let the children take it from there.
Interview Questions
Blocks
• How often is block play available? About
how long are the blocks available for play?
• Do the children play with blocks outdoors?
Active Physical Play
• Arrangement and use
– Open space indoors for much of the day
– Outdoor area where infants/toddlers are
separated from older children.
– Two types of surfacing
– Some protection from elements
• One hour of outdoor time each day, weather
permitting (all ages free of restraint)
Active Physical Play
• Materials- 7-9 skills encouraged
– Infants:
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Outdoor pad or blanket
Crib gym
Push toys
Sturdy things to pull up on
Ramps for crawling
Active Physical Play
• Materials- 7-9 skills encouraged
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Large push-pull wheel toys
Riding Toys: with/without pedals
Balls/bean bags
Age-appropriate climbing equipment
Slide/ Stationary equipment
Balance board
Tumbling mats
Tunnels
Large cardboard boxes
Hoops
Active Physical Play
• Interactions
– Close supervision!
– Talk about what the children see, hear, small
and feel outside.
– Play age-appropriate games with the children.
– Sing songs, dance and laugh with the children
outside.
Active Physical Play
• Active physical play
– Are any areas used by this group for active
physical play, including space indoors and
outdoors? If yes, and not observed, ask: Could
you please show me these areas? How often
are they used, and for about how long?
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ACTIVITIES - Central Piedmont Community College