NC Rated License Assessment Project Updates and Questions about the ECERS-R These opening slides are designed for you to add your presentation’s information such as Title Name of Conference Date Location Presenter’s Name

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 Option for you to create your own overview.

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 Explain these definitions based on each specific scale or the appropriate scale for your presentation.

Accessibility (ECERS-R) “Children can reach and use materials, furnishings, equipment…” -ECERS-R page 6

Number of hours in operation Minutes required for accessibility 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

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)

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 24. Dramatic play 25. Nature/science 26. Math/number 34. Schedule 35. Free play

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 When reading the ECERS-R Activity items, make sure to read the Notes for Clarification closely regarding the numbers of materials required as well as the different categories to consider. In this example, Math/number, there are 5 categories and programs need to provide many materials from all 5 categories. Also note that sometimes materials can be found in one area or center but often materials from different categories can be found in many areas of the room such counting books, shape puzzles, pretend telephone in the Dramatic play area…

Need original pictures for this… Child-sized tables and chairs for play/learning and routines.

Most Frequently Missed Items

For all scales: Remember positive interactions and supportive language- Every day! The scale defines indicators of quality for language & interactions. Review those items/subscales

1st 14. Safety Lower Scoring Items 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).

2nd 7. Space for gross motor Lower Scoring Items Common difficulties for indicator 3.2-  mulch is not deep enough (inadequate cushioning) inadequate fall zones

3rd 10. Meals/snacks Lower Scoring Items Common difficulties for indicator 3.3- recontamination after hand washing not letting sanitizer dry after application for at least 2 minutes

4th 11. Nap/rest Lower Scoring Items 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)

L-shape placement For L-shape placement of cots and mats, make sure the closest placement meets the 36 inches requirement. Is this area 36 inches apart?

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.

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.

5th 12. Toileting/diapering Lower Scoring Items Common difficulties for indicator 3.1- Same sink Issues with diaper changing procedures

6th 13. Health practice Lower Scoring Items Common difficulty for indicator 3.1- Hand washing did not occur at least 75% of the time as needed.

Remember to Wash Hands Upon arrival to school, re-entry to room After messy play (finger painting, before & after water play) Use handout for these… After contact with bodily fluids After contact with contaminated surfaces (trash can lids, pets) Photo by Nicole Wyrick

Health, Sanitation, and Safety - Keep in Mind Practice vs. Lapse (75% of the time) Waterless wash & wipes (Can be used under certain circumstances) Diaper change procedure- Preparation- have all supplies ready before child is on table After soiled diaper is removed, adult hands and child’s hands are wiped. Dispose of soiled diaper in hands-free container Child’s hands washed Clean surface with soapy water solution Spray surface then allow to sit for 2 minutes-air dry Adult hands washed as final step (If table is wiped down after sanitizer has remained for 2 + minutes, hands do not have to be washed again.)

7th 34. Schedule Lower Scoring Items 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.

Weather Permitting… Introduce this definition and explain it is used on 3 items of the ITERS-R. Photo by NRLAP

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. Go over the definition. Also talk about some of the “myths” that people think/believe about weather permitting.

Some Ideas for Making Outdoor Play an Everyday Event, Weather Permitting! Photo by Wendy Banning Modify as needed Explain that Weather Permitting is a choice on how they handle it… Explain some ideas we have seen from some programs in the state such as.. Making sure children have appropriate clothing by keeping extra clothes on had for each child. That way- parents do not have to worry about bringing the clothes in. Extra rain boots, extra hats, gloves, etc. Upper left- sun hats for summer- playing in areas of shade. Rain boots for “puddle play”. Bundling up babies and making sure they are comfortable keeping in mind they are not moving as much as older children. Changing the schedule to accommodate the weather.- In summer- play in early morning times avoiding the hottest times of the day or in the winter- playing when it is the warmest/sunniest. Photo by Nicole Wyrick Many centers, homes, and schools have porches, decks, black-top surfaces or awnings that allow for outdoor play when ground is wet/muddy or even when it is raining.

8th 22. Blocks Lower Scoring Items 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.

What is the focus of this block area? Art materials Several fine motor toys Need original picture to illustrate an area that clearly does not meet the block requirements. Pretend play toys Large interlocking materials (fine motor)

Make sure- space for play, blocks, and accessories Need an image that shows a shelf with many units and/or cardboard blocks, and/or hollows with appropriate accessories. Blocks- units, large hollows, homemade blocks Accessories- enhance play, but not focus of play

9th 4. Room arrangement for play Lower Scoring Items 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.

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

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. Explain about webinars as a resource and direct them to our website.

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

Contact Information: ncrlap.org 1-866-NCRLAP Photo by Nicole Wyrick

Photo by Nicole Wyrick Questions?