Updates and Questions about the ECERS-R NC Rated License Assessment Project.
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Transcript of Updates and Questions about the ECERS-R NC Rated License Assessment Project.
![Page 1: Updates and Questions about the ECERS-R NC Rated License Assessment Project.](https://reader035.fdocuments.in/reader035/viewer/2022062500/56649ea15503460f94ba4e40/html5/thumbnails/1.jpg)
Updates and Questions about the ECERS-R
NC Rated License Assessment Project
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Overview for Today’s Session
• Reminders about key terms and
definitions of the ECERS-R
• Commonly missed items/indicators
• Important Resources
• Question and Answer Time
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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
Photo by Nicole Wyrick
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“Children can reach and use materials, furnishings, equipment…”
-ECERS-R page 6
Accessibility (ECERS-R)
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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
hrs.7
hrs.Minutes required for accessibility 45 50
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Substantial Portion of the DaySubstantial 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)
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3. Furnishings for relaxation and comfort
5. Space for privacy
15. Books and pictures
19. Fine motor
20. Art
22. Blocks
24. Dramatic play
25. Nature/science
26. Math/number
34. Schedule
35. Free play
Substantial Portion of the Day for ECERS-R
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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
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Child-sized tables and chairs for play/learning and routines.
Need original pictures for this…
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Most Frequently Missed Items
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For all scales: Remember positive interactions and supportive language- Every day!
• The scale defines indicators of quality for language & interactions.
• Review those items/subscales
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Lower Scoring Items
14. Safety
1st
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).
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Lower Scoring Items
7. Space for gross motor
2nd
Common difficulties for indicator 3.2-
•mulch is not deep enough (inadequate cushioning)
• inadequate fall zones
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Lower Scoring Items
10. Meals/snacks
3rd
Common difficulties for indicator 3.3-
•recontamination after hand washing
•not letting sanitizer dry after application for at least 2 minutes
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Lower Scoring Items
11. Nap/rest
4th
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)
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L-shape placementFor L-shape placement of cots and mats, make sure the closest
placement meets the 36 inches requirement.
Is this area 36 inches apart?
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How high should the solid barrier be?
• There is not a specific height for a solid barrier between cots and mats.
• The barrier must be tall enough to block air flow between resting children,
• and allow for safe supervision of resting children.
• The barrier should extend the full length of the cots and mats.
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Other considerations
• Make sure sheets and blankets are stored appropriately.
• Allow children to rest with personal soft furnishings/toys, instead of soft toys/furnishings that are used by the group in the classroom.
• If mats/cots are placed on the floor before children wash hands/toilet/engage in routines, watch out for children walking across mats. Ex. mats placed in the traffic pathways from the table to the bathroom.
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Lower Scoring Items
12. Toileting/diapering
5th
Common difficulties for indicator 3.1-•Same sink •Issues with diaper changing procedures
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Lower Scoring Items
13. Health practice
6th
Common difficulty for indicator 3.1-•Hand washing did not occur at least 75% of the time as needed.
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Upon arrival to school, re-entry
to room
After messy play (finger
painting, before & after water
play)
After contact with bodily
fluids
After contact with
contaminated surfaces (trash can lids, pets)
Photo by Nicole Wyrick
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Health, Sanitation, and Safety- Keep in Mind
– Practice vs. Lapse (75% of the time)
– Waterless wash & wipes (Can be used under certain circumstances)
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Lower Scoring Items
34. Schedule
7th
Common difficulty for indicator 5.4-•Children wait for more than 3 minutes without activity.
Common difficulty for indicator 3.3-•Children do not go outside daily, weather permitting.
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Weather Permitting…
Photo by NRLAP
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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.
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Some Ideas for Making Outdoor Play an Everyday Event, Weather
Permitting!
Modify as needed
Photo by Wendy Banning
Photo by Nicole Wyrick
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Lower Scoring Items
22. Blocks
8th
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.
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What is the focus of this block area?
Art materials
Pretend play toys
Several fine motor toys
Large interlocking materials (fine motor)
Need original picture to illustrate an area that clearly does not meet the block requirements.
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Make sure- space for play, blocks, and accessories
Blocks- units, large hollows, homemade blocksAccessories- enhance play, but not focus of play
Need an image that shows a shelf with many units and/or cardboard blocks, and/or hollows with appropriate accessories.
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Lower Scoring Items
4. Room arrangement for play
9th
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.
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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
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• Make sure to implement any changes well before the assessment date.
• Consider a webinar or information downloads from
the NCRLAP website.
More ideas for preparing
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Important Resources
• NC Additional notes (ncrlap.org) (notes are updated 2 times per year)
• Supplemental itemsNCRLAP’s Requirements for Gross Motor Space and
EquipmentMeal Guidelines- Ages 1-12 and/or
Infant Meal Guidelines- Ages 0-11 Months
• Caring for Our Children
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Contact Information:
ncrlap.org1-866-NCRLAP
Photo by Nicole Wyrick
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Questions?
Photo by Nicole Wyrick