1. Mano a Mano 3 Phase II Week Four Topic Three Early Childhood Program Structure Drs. Ellen Marshall and Cathy McAuliffe

2. Objective To investigate your understanding of best practices for early childhood program structure  What do we mean by “best practices?  What are the components of program structure?

3. Best Practices The National Association for the Education of Young Children Developmentally Appropriate Practices  http://www.naeyc.org/files/naeyc/file/positions/KeyMessages.pdf http://www.naeyc.org/files/naeyc/file/positions/KeyMessages.pdf

4. Components of Program Structure Physical Environment Scheduling Interactions  Between adults  Between adults and children Curriculum

5. Classroom Environments: The ECERS-R (or the SACERS-R)

6. Important Note! This topic focuses on the ECERS-R and lasts for two weeks: February 15 – 28, 2010 This week: Space and Furnishings and Personal Care Routines (Health & Safety in the SACERS) Next week: Program Structure and Interactions We will then refer to other parts of the ECERS-R throughout the course Ellen Marshall, Ph.D. & Cathy McAuliffe- Dickerson, Ph.D.

7. What is the ECERS-R? The Early Childhood Environmental Rating Scale was first developed in 1980 at the University of North Carolina It was revised in 1998 It’s used internationally It’s designed to measure the quality of preschool classrooms Ellen Marshall, Ph.D. & Cathy McAuliffe- Dickerson, Ph.D.

8. What is the ECERS-R? Evaluates seven key areas:  Space and furnishings  Personal care routines  Language and reasoning  Activities  Interaction  Program structure and  Parent and staff education Ellen Marshall, Ph.D. & Cathy McAuliffe- Dickerson, Ph.D.

9. What is the SACERS? Adapted from the ECERS- R For school-aged programs – ages 6-12 Even though it was developed more for after and before-school programs, it can be used by regular classroom staff for self-evaluation

10. What is the SACERS? Evaluates seven key areas:  Space and furnishings  Health and safety  Activities  Interactions  Program structure  Staff Development  Special needs

11. What do we know? They have proven validity and reliability They are strongly supported by research They’re used internationally

12. Now What? Here’s what you do:  Review the ECERS-R or SACERS Ellen Marshall, Ph.D. & Cathy McAuliffe- Dickerson, Ph.D.

13. Now What? There are blank scoring sheets for you to use in the back of the actual scale Ellen Marshall, Ph.D. & Cathy McAuliffe- Dickerson, Ph.D.

14. Time to Assess Make copies of the score sheets This week you will assess Space and Furnishings and Personal Care Routines (or Health & Safety for the SACERS) If you are not a teacher in a classroom, then select a classroom to evaluate Ellen Marshall, Ph.D. & Cathy McAuliffe- Dickerson, Ph.D.

15. ADVICE! This assessment will take time to do so start it as soon as possible It will help you determine strengths and identify possible weaknesses Ellen Marshall, Ph.D. & Cathy McAuliffe- Dickerson, Ph.D.

16. What to do: Complete the two sections of the ECERS-R or SACERS Use the Comments page, titled Questions about the ECERS-R or SACERS to share information or ask for help from the Mano a Mano group…we’re a connected group! Ellen Marshall, Ph.D. & Cathy McAuliffe- Dickerson, Ph.D.

17. More Thoughts About the Scales Meaning of Scores What affects the type of education you provide?  Cultural beliefs of adult stakeholders  Curriculum approach  Finances  Staffing  Physical structures

18. Flexibility Requirements can be met in many different ways… classrooms that score high do not look the same

19. So? No program will be perfect…use the scales as a guide for change IMPORTANT!!! The average total score is more important than are the scores on single requirements

20. Example: Art materials are only allowed to be used as a whole group activity— teachers are concerned about messiness and waste This would cause a low score on the Art segment of the ECERS-R This by itself may not greatly impact children’s development, but lack of access to many of the materials would result in a low average total score and would impact quality early development

21. Another Example: Teachers are concerned when they first review these scales because many things about the physical layout of the school are out of their control (not handicapped accessible; playground is far from the building, etc.) BUT they can maximize the overall average score by working on those sections for which they do have control (personal care routines, interactions, activities, etc.)

22. So? The ECERS-R and SACERS are outstanding tools to assess and prioritize program improvement

23. Resources All About the ECERS-R book The Internet:  ECERS & SACERS website: http://www.fpg.unc.edu/~ecers/  Find an ECERS-R materials checklist for learning centers at: http://www.kaplanco.com/includes/content/resources/ ECERSR_materials_checklist.pdf http://www.kaplanco.com/includes/content/resources/ ECERSR_materials_checklist.pdf

24. Assessing your classroom/program There are seven areas in the ECERS- R and the SACERS-R By the time we gather in Antigua, we want you to have assessed all seven of these areas