Reflection on Assessment
When assessing the environment of the infant and toddler room in a local daycare, I found myself very disappointed in the center. The ITERS helped me to analyze what the daycare’s strengths and weaknesses are, and I found several weaknesses. If I were to enter the daycare to assess the environment without the ITERS tool, I would likely find it acceptable. However, when I have a checklist in front of me listing specific things to look for, I find that the environment needs a lot of improvements.
The ITERS tool was easy to use and seemed to be straightforward. I was able to get familiar with the ITERS before entering into the building, so I knew what to look for. When I arrived at the daycare, it only took a little over thirty minutes to access the environment. The ITERS gave me specific details to look for as I accessed each area of the environment. I was able to write notes about each item on the checklist for further explanation. I feel that it gave me a good guideline to understand the appropriate environment for infants and toddlers.
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Purpose of the ITERS and ECERS The ITERS and ECERS are tools used to access the environments of early childcare centers.
They were developed for researchers as well as practitioners to access and improve the environments in early childhood (Harms, Cryer & Clifford, n.d.). The scales are used in research to determine what factors lead to a successful program, and what factors lead children to develop in different areas (Harms, Cryer & Clifford, n.d.). The scales are also used to help centers improve their environment by monitoring, evaluating, and informing (Harms, Cryer & Clifford,
n.d.). Comparison of ITERS and ECERS The ECERS-R Profile in comparison to the ITERS Profile is much more detailed, in my opinion. It has 43 items divided into seven subscales (Harms, Cryer & Clifford, n.d.). As I was conducting my observation of the environment using the ITERS, I felt it was a yes or no type checklist. There is room for comments and changes that need to be made, but the ECERS-R seems to leave room for better explanation of where the center stands in each item of the subscales. It has a rating type scoring, where each subscale can be rated on a scale of one to seven. This leaves room for better explanation of the each item in the subscales, and can show growth better than a yes or no type checklist. The ITERS has 39 items divided into seven subscales (Harms, Cryer & Clifford, n.d.). The checklist does not leave room for improvement when a center receives a check for an item. For example the center may have a cozy area with soft furniture, so it is checked off. However, it may need improvements such as a larger area to accommodate more people or more soft items to increase the cozy feeling. The box to the right does not leave enough room to add detailed improvements for each item.
On February 6th, I visited the infant room at Day Nursery Ruth A. Lilly Center and completed the ITERS observation one. Being my first experience doing the ITERS evaluation, I thought that it was going to be a little difficult to us. However, I was surprised to find out how it was very strait forward and the notes for clarification left no room for misunderstanding. While I was doing the ITERS evaluation at the Day Nursery, I noticed things I like about the program, things I did not like, and felt like the scores where accurate.
Childcare organisations adopted the Balanced Scorecard as a tool to improve childcare quality. The Balanced Scorecard ensures the non-profit organizations to decrease gap between vague mission and strategy statements during daily operational activities.
Child Observation Record (COR) is the checklist that evaluates children’s learning in the five content areas. Each day, teachers observe children at play in natural and authentic situations and then take notes about children’s behavior. These records are gathered to help teachers evaluate children’s development and plan activities to help individual children and even the whole classroom make progress. For teachers, the Preschool Program Quality Assessment (PQA) is used to evaluate whether the whole High Scope program and the staffs are using the most effective classroom and program management
There is a problem in Texas impacting children’s futures; many childcare centers and homes are not providing children with quality care. In an article about cost and quality in Texas childcare, child development experts Susan Eitel and Joyce Nuner quote a study stating “that [nationally] only 10% of infants and toddlers are in high quality [childcare] programs” (34). The term ratio describes the number of children one caregiver is watching. This number is one of the major factors in the quality of a childcare program. Organizations such as the National Association for the Education of Young Children know as NAEYC release recommendations regarding ratios and accredit programs based on their compliance. Childcare centers and homes must comply with certain minimum standards enforced by Texas regarding ratios; however, these standards often set the bar lower than recommendations made by these early childhood experts. The current standards in Texas do not ensure that all young children receive quality care; for this reason, the Texas Department of Family Protective Services should strengthen the minimum standards regarding ratios to better regulate the quality of care children receive.
Over time, the debate of childcare issue within the Canadian public policy context has been raging. Rise in the media attention of the social issue of childcare policy in Canada concentrates on the relationship and coordination among the federal, provincial, and territorial governments in addressing the social issue (Finkel, 20013). According to Lewis Steven of The Star Canada News Agency, childcare is one of the priorities the Canadian Federal Government need to consider when designing its social policies. According to Lewis (2013), the Canadian Federal Government needs to consider the safety net income as an important factor contributing to affordable childcare services in the country. In Canada, parents or members of extended family have the responsibility of providing childcare services without the consideration of family net income. However, outside the family, there are many childcare providers operating as private individuals or agencies. Such childcare providers operate as private businesses.
analysis of the Title I Chicago Child-Parent Centers. Educational Evaluation and Policy Analysis, 24, 267-303.
Single moms are the most affected and providing childcare on campus is very beneficial to them. More than 4 million women attend two-year public institutions or community colleges, and more than 1 million of them are mothers. Many student mothers struggle to stay enrolled all the way through graduation. Most of them are more likely to drop out of school, and the reason is because most often there is no affordable or available childcare and the students have limited financial resources. The average daycare center cost for an infant is higher than a year’s tuition and fees at a public college. It makes affordable on-campus child care a necessary provision for students. Childcare on campus helps to contribute to the learning
Previously in Ireland the education side of child care was majorly under rated which meant more emphasis was placed on the care of children rather than promoting the potential of the developing child. Before the 1990’s children were cared for by mothers, other family members or neighbours and other child care settings were largely run by voluntary organisations such as Irish Preschool Playgroup Association, family support groups such as Barnardos. These services were created due to demand that was not previously needed, but they were unregulated. The Child Care Act 1991 was the first regulation brought into practice in childcare settings.
High Scope promotes the developmental domains in their Key Developmental Indicators (KDIs). KDIs break down the developmental domains, and it talks about how they can be incorporated in the curriculum. Cognitive development is promoted through their children exploring objects through their five senses, exploring similarities and different in on things in the environment, one to one correspondence, numbers, Seeing things form different perspectives, time intervals, and cause and effect. High Scope also promotes Cognitive development through their large and small group times. Social and emotional developments are promoted through teacher- child interactions, child- child interactions through play, group participation, children forming attachments to primary care teacher, and children distinguishing themselves from other. The KDIs helps as a tool for teachers to help promote positive and strong relationships with adults and children. KDIs also help promote physical development through movement abilities, fitness, and healthy behavior in the classroom. High Scope helps to...
Retrieved April 20, 2003, from http://www.steoltingco.com/tests/catolog/TKFGRS.htm. Anderson, Jeanne. (2002). The 'Secondary' of the 'Secondary' of the 'Secondary' of the ' Selecting a Child Care Program. The electronic version of the.
The Infant and Toddler Rating Scale is just one of the four scales that share the same format and use a scoring system. All the scales have different requirements because they assess different age groups and different settings. These tests are checking on the organization of space, interactions, activities, schedules and provisions of staff and parents. This scale is specifically setup for children from birth to 30 months of age; this group is most vulnerable physically, emotionally and mentally. This scale assesses the environment for the children’s health and safety, appropriate stimulation through language and activities with warm interactions.
The environment of the children is another important aspect to look for in a program. The area that the children will be spending most of their time in should not be too overwhelming. This means that the area should be a calming and enjoyable place for the child. An infant and toddler program should have adequate space for a toddler to be able to explore around his or her surroundings. With a safe, child accessible environment the child should be allowed t...
National Center for O*NET Development . (2010). Preschool and Childcare Director. Retrieved November 12, 2013, from O*NET Online: http://www.onetonline.org/link/summary/11-9031.00
As an early childhood educator my job is not to simple play with children. I must plan, provide and supervise all while “playing” with my students. The classroom serves as the physical environment for the children for most of their waking hours. These classrooms need to be attractive and function effectively. Concerns for any early childhood educator should always include space, equipment and materials used, outdoor space and the daily schedule to ensure that all students are provided ample opportunities to learn and grow within a safe and secure environment.
After multiple days of research, I have concluded that the environment in which a child is normally in, can play a major role in every aspect of his life. Everything aspect from home life, school life, and child care can affect the child’s cognitive, learning, language, emotional, social, and physical development. I believe that the environment in which a child is placed should not be looked over lightly, but a child should be placed in safe environments where he/she will receive proper learning, play, and nutritional