Revisions have been made in both content and administration of the scale while maintaining its emphasis on observation as the foundation for assessment of quality. These are the challenges facing caregivers, schools, agencies, and parents as after-school programs proliferate. All of our scales have been developed in close collaboration with realistic field-based sites. Since most out-of-home care is provided in family child care homes, the need has grown for an accessible, reliable, and thorough means of assessing the quality and suitability of such settings. Assess the quality of infant and toddler classrooms and enhance program development with charts detailing levels of quality from inadequate to excellent. The support offered to parents and staff is also included. The items and indicators are the same as in the original version.
Explanatory notes appear on facing pages. It explains why each item is important, what is needed to meet the requirements for all items, and how to score. It also emphasizes the role of the teacher in creating an environment conducive to developmental gains. Process quality consists of the various interactions that go on in a classroom between staff and children, staff, parents, and other adults, among the children themselves, and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions. The Environment Rating Scales Our scales are designed to assess process quality in an early childhood or school age care group. Is improving role of the adult on your development plan? Includes The How, What and Why for each indicator, seven sub-scale items, step-by-step instructions, and over 700 color photos.
It also provides a stronger means of distinguishing between quality and higher-quality programs. It takes all three to create quality care. It can be used by program directors for supervision and program improvement, by teaching staff for self-assessment, by agency staff for monitoring, and in teacher training programs. Our scales define environment in a broad sense and guide the observer to assess the arrangement of space both indoors and outdoors, the materials and activities offered to the children, the supervision and interactions including language that occur in the classroom, and the schedule of the day, including routines and activities. Each of the three basic components of quality care manifests itself in tangible forms in the program's environment, curriculum, schedule, supervision and interaction, and can be observed. These are the key aspects of process quality that are included in our environmental rating scales. How can we evaluate these programs? Over 800 color photographs taken in child care settings are presented in this text of 465 pages.
This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including cognitive, social-emotional, physical, and health and safety. Of the solutions tested, the four-factor Learning Opportunities, Gross Motor, Teacher Interactions, and Math Activities provided the best combination of statistical support and theoretical utility. There is a strong emphasis on how the tool is used to audit the role of the adult as well as the environment, across all areas of learning but especially, Communication and Language, Literacy and Mathematics. . This comprehensive assessment tool measures environmental factors as well as teacher-child interactions that affect the broad developmental needs of young children. This study was the first assessment of its factor structure and validity, an important step given its widespread use. Do you need a tool to help with self assessment? The School-Age Care Environment Rating Scale®, Updated Edition provides an easy-to-use resource for defining and assessing the quality of both public and private programs caring for school-age children during out-of-school time.
They have good interrater reliability and validity, thus making them suitable for research and program evaluation, as well as program improvement efforts. Please notify on booking which scale you are most interested in. Results are discussed in terms of their implications for measuring preschool quality. . . .
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