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ERS... S URVIVE OR T HRIVE It’s up to you! O BJECTIVES Brainstorm stressors related to ERS assessment and develop strategies for overcoming that stress.

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Presentation on theme: "ERS... S URVIVE OR T HRIVE It’s up to you! O BJECTIVES Brainstorm stressors related to ERS assessment and develop strategies for overcoming that stress."— Presentation transcript:

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2 ERS... S URVIVE OR T HRIVE It’s up to you!

3 O BJECTIVES Brainstorm stressors related to ERS assessment and develop strategies for overcoming that stress. Review the role of the ERS in Pennsylvania’s Early Childhood Education quality initiatives. Link ERS content to children’s experiences and opportunities.

4 ERS S TRESS What are the things related to the ERS that cause stress, anxiety, worry, confusion? What do programs feel they have to “survive”?

5 S URVIVE OR T HRIVE – W HAT ’ S THE D IFFERENCE ? Definition from Webster’s: 1. a: the act or fact of living or continuing longer than another person or thing b : the continuation of life or existence 2. a : one that survives Definition from Webster’s: 1. a : to grow vigorously : FLOURISH FLOURISH 2 a: to gain in wealth or possessions : PROSPER PROSPER SurvivingThriving

6 S URVIVE OR T HRIVE – W HAT ’ S THE D IFFERENCE ? SurvivingThriving

7 S URVIVE OR T HRIVE – W HAT ’ S THE D IFFERENCE ? SurvivingThriving

8 M AKING THE CHOICE TO T HRIVE Be persistent... Keep learning Keep asking questions Be open... To new ideas To the possibility that it won’t work To taking risks To help Be prepared... Know your kids, families, staff Set goals Learn about the ERS To start, stop, revise, and start again!

9 B ACKGROUND OF THE ERS Developed in North Carolina

10 B ACKGROUND OF THE ERS Used in all of Pennsylvania’s ECE initiatives PA Position Statements

11 B ACKGROUND OF THE ERS Designed to be used in varied ECE settings and with varied curriculums Used across the US and internationally Employs if/then thinking

12 I F THIS...

13 Then That...

14 I F THIS,

15 I F THIS, THEN THAT

16 W HY THE ERS? Consistent data source for documentation and comparison Designed for all age groups and program settings Provides detail about daily practice that can be used in developing a quality improvement plan Cross walked with the PA Early Learning Standards

17 C H, CH, CH, CHANGES And choices!

18 C HANGE

19 Decide what you want, decide what you are willing to exchange for it. Establish your priorities and go to work. H. L. Hunt

20 Just as your car runs more smoothly and requires less energy to go faster and farther when the wheels are in perfect alignment, you perform better when your thoughts, feelings, emotions, goals, and values are in balance. Brian Tracy

21 Q UALITY I MPROVEMENT A S A V ALUE

22 W HAT ARE WE T RYING TO B ALANCE ?

23 Cognitive development, Emotional development, Physical development, and Individual interests and skills

24 B ASIC NEEDS OF CHILDREN Health and safety 23 Building positive relationships Opportunities for stimulation and learning

25 In our haste to deal with the things that are wrong, let us not upset the things that are right. - Unknown What is best for our children and families?

26 Even if you are on the right track, you’ll get run over if you just sit there.

27 Q UALITY IS A MOVING TARGET Where we are. Where we want to be. Why? How?

28 Sometimes, getting there is NOT half the fun.

29 How could you achieve this in your classroom? What challenges might there be? Why is this important? Group Activity

30 H ow could you achieve this in your classroom? What challenges might there be? Why is this important? Gender specific dress-up clothing

31 How could you achieve this in your classroom? What challenges might there be? Why is this important? Same sink is sanitized effectively

32 How could you achieve this in your classroom? What challenges might there be? Why is this important? Outdoor play “weather permitting”

33 How could you achieve this in your classroom? What challenges might there be? Why is this important? Group Activity

34 W HAT GOES AT THE TOP OF THE TO - DO LIST ? Can everything be “the most important”?

35 What makes a really fabulous meal “really fabulous”?

36 W HAT M AKES A G REAT C LASSROOM T EACHER G REAT ?

37 E NVIRONMENT, INTERACTIONS, MATERIALS IT IS THE TOTAL SCORE THAT IS RELATED TO POSITIVE CHILD DEVELOPMENT, NOT ANY OF THE SINGLE REQUIREMENTS BY THEMSELVES (page xii ECERS-R)

38 E NVIRONMENT R ATING S CALES ARE A RESOURCE FOR THE CLASSROOM Indicators are based on best practice for children Classrooms will function differently based on the individual needs of the child and the group No right or wrong answers “What is best for our children and families?”

39 T HE BEST WAY TO PREDICT YOUR FUTURE IS TO CREATE IT. Stephen Covey

40 A DDRESSING ERS S TRESS

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42 F ISCAL Y EAR In the first half of FY 10-11, 93% (out of 285 total assessed statewide) Keystone STARS providers at STAR 3 and STAR 4 levels successfully met required overall facility scores.

43 E NVIRONMENT R ATING S CALES ARE A RESOURCE FOR P LANNING By submitting an ERS request you are asking for feedback to assist you in your quest for continuous quality improvement Assume there will be items that score high as well as those that score low Lower scoring items are those ones you may choose to focus on improving ( or not!) and a tool for thriving!

44 R ELAX, B REATHE, E NJOY THE PROCESS Young children from the beginning cannot help but learn—they don’t have to be taught to learn, they are naturally wired up to learn. From the very beginning children are learning about the world. They are also learning about what learning is about. So everything that is going on is a learning experience. Jack P. Shonkoff, MD, Dean, Heller Graduate School, Brandeis University


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