mano a mano 3 phase ii internet course week 5 - topic iii early childhood program structure drs....
TRANSCRIPT
Mano a Mano 3Mano a Mano 3Phase II Internet CoursePhase II Internet Course
Week 5 - Topic IIIEarly Childhood Program Structure Drs. Ellen Marshall and Cathy McAuliffe
ObjectiveObjectiveTo continue your investigation of
your understanding of best practices for early childhood program structure◦Take a deeper look at the
components of program structure◦Plan to make lasting changes
Classroom Environments: The Classroom Environments: The ECERS-R (or the SACERS-R)ECERS-R (or the SACERS-R)
Remember…Remember…This topic focuses on
the ECERS-R (or SACERS) and lasts for two weeks:
February 15 – 28, 2010Last week: Space andFurnishings and Personal Care Routines (Health & Safety in the SACERS)This week: Interactions and Program Structure
We will refer to the other parts of the two scales throughout the course
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Program StructureProgram StructureECERS-R
◦ Schedule Substantial portion
of the day
◦ Free play◦ Group time
SACERS◦ Schedule◦ Free choice◦ Use of community
resources
Remember the Components of a Remember the Components of a Quality EnvironmentQuality Environment
Psychological Environment Temporal Environment (schedule)
Physical Environment
ScheduleSchedule What happens if the schedule is not developmentally appropriate?
The “stool” topples over, right?
A developmentally appropriate schedule is crucial to a quality early childhood program!
Temporal EnvironmentTemporal Environment (Schedule)(Schedule)Think of a time or a situation
when it felt like time was your enemy!
Think of a time or a situation when time was on your side!
Which did you prefer? Why?Do children and adults have
the same perceptions and needs regarding time and scheduling?◦ Too many times we focus on the
schedule from our perspective rather than on the children’s needs
Scheduling the DayScheduling the Day
Balance active and quiet timesKeep group times shortBalance child-initiated activities with
teacher-initiated activitiesBalance indoor time and outdoor
timeMake sure indoor learning center
and outdoor time lasts at least 45 minutes
Plan for transitional activities and times between activities
Scheduling the DayScheduling the DayWhat does an appropriate schedule have to do with learning? How is it related to the psychological environment?
Free PlayFree Play Free play is time that children spend in learning centers, choosing from a variety of activities
During free play, the role of the adult is to interact with children, supporting their play and scaffolding their learning
ECERS-R - Children should be engaged in free play a substantial portion of the day
Substantial Portion of the Substantial Portion of the DayDayHours of Operation Substantial portion of operation (1/3) of these hours
4………………………… 1 hour, 20 minutes
4.5………………………. 1 hour, 30 minutes
5………………………… 1 hour, 40 minutes
5.5………………………. 1 hour, 50 minutes
6………………………… 2 hours
6.5………………………. 2 hours, 10 minutes
7………………………… 2 hours, 20 minutes
7.5………………………. 2 hours, 30 minutes
8………………………… 2 hours, 40 minutes
8.5………………………. 2 hours, 50 minutes
9………………………… 3 hours
9.5………………………. 3 hours, 10 minutes
10……………………….. 3 hours, 20 minutes
10.5………………………3 hours, 30 minutes
11……………………….. 3 hours, 40 minutes
11.5………………………3 hours, 50 minutes
12……………………….. 4 hours
© 2001 Harms, Clifford, Cryer
SACERSThis scale does not define the
time needed for free choice activities or outdoor time
It does say that six-twelve year olds need these daily!
Group TimeGroup TimeFor younger children, group time
should be a choiceIf many children are choosing not
to participate in group time, examine group time! Don’t blame the children!
InteractionInteractionECERS-R
◦ Supervision◦ Discipline◦ Staff-child and
peer interactions
SACERS◦ Greeting/departing ◦ Staff-child interactions ◦ Staff-child
communication◦ Staff supervision of
children ◦ Discipline ◦ Peer interactions ◦ Interactions between
staff and parents ◦ Staff Interaction
Remember the Components of a Remember the Components of a Quality EnvironmentQuality Environment
Psychological Environment
◦ Supervision◦ Interactions◦ Discipline
Temporal Environment Physical Environment
IMPORTANT! The quality of
supervision, interactions, and discipline are key to the entire learning environment
The classroom should look very different from when you were in school…new research…things have changed…remember our medical analogy from Week 2?
Time to AssessTime to Assess
This week you will assess Program Structure and Interactions
If you are not a teacher in a classroom, then select a classroom to evaluate
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
What to do: What to do: Complete the two sections of the
ECERS-R or SACERSUse the Comments pages to discuss
what you found as a result of your assessment for:◦ Program Structure◦ Interactions
Ellen Marshall, Ph.D. & Cathy McAuliffe-Dickerson, Ph.D.
Remember…Remember…
Requirements can be met in many different ways… classrooms that score high do not look the same
And also remember…And also remember…
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
So?So?The ECERS-R and SACERS are outstanding tools to assess and prioritize program improvement
ResourcesResources
All About the ECERS-R bookThe 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
Assessing your Assessing your classroom/programclassroom/programThere 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
We will also want you to share your plan of action
Best PracticesBest PracticesLast week, we included this link,
but we did not require you to read to the article or to respond to it
Developmentally Appropriate Practices◦ http://www.naeyc.org/files/naeyc/file/positions/
KeyMessages.pdf
Best PracticesBest PracticesThis week, however, we are
requiring that you read and respond to this link:
http://www.elcmdm.com/Knowledge%20Center/reports/ERS-%20Making%20Lasting%20Changes%20-%20Dr%20Harms%20-%20Jan%202010.pdf
Here’s what you do:Here’s what you do:
Based on the article you just read, begin to develop a plan of action for long term change
Review your results from last week and this week for the ECERS-R or SACERS
Here’s what you do:Use the Plan of Action form from
the article (you don’t have to complete the Follow-Up column yet)
Select a total of four items that you want to begin to improve – see the article for details (think about items that may relate to your project!)
Upload your plan
Have a great week!Have a great week!Overlooking Bogota…