Presentation on theme: "Mano a Mano 3 Phase II Internet Course Week 5 - Topic III Early Childhood Program Structure Drs. Ellen Marshall and Cathy McAuliffe."— Presentation transcript:
Mano a Mano 3 Phase II Internet Course Week 5 - Topic III Early Childhood Program Structure Drs. Ellen Marshall and Cathy McAuliffe
Objective To 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 ECERS-R (or the SACERS-R)
Remember… This topic focuses on the ECERS-R (or SACERS) and lasts for two weeks: February 15 – 28, 2010 Last week: Space and Furnishings 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 Structure ECERS-R Schedule Substantial portion of the day Free play Group time SACERS Schedule Free choice Use of community resources
Remember the Components of a Quality Environment Psychological Environment Temporal Environment (schedule) Physical Environment
Schedule 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 Environment (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 childrens needs
Scheduling the Day Balance active and quiet times Keep group times short Balance child-initiated activities with teacher-initiated activities Balance indoor time and outdoor time Make sure indoor learning center and outdoor time lasts at least 45 minutes Plan for transitional activities and times between activities
Scheduling the Day What does an appropriate schedule have to do with learning? How is it related to the psychological environment?
Free 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
SACERS This 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 Time For younger children, group time should be a choice If many children are choosing not to participate in group time, examine group time! Dont blame the children!
Interaction ECERS-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 Quality 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 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: Complete the two sections of the ECERS-R or SACERS Use 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… Requirements can be met in many different ways… classrooms that score high do not look the same
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? The ECERS-R and SACERS are outstanding tools to assess and prioritize program improvement
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/E CERSR_materials_checklist.pdf http://www.kaplanco.com/includes/content/resources/E CERSR_materials_checklist.pdf
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 We will also want you to share your plan of action
Best Practices Last 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 Practices This week, however, we are requiring that you read and respond to this link: http://www.elcmdm.com/Knowledge%20 Center/reports/ERS- %20Making%20Lasting%20Changes%20- %20Dr%20Harms%20- %20Jan%202010.pdf http://www.elcmdm.com/Knowledge%20 Center/reports/ERS- %20Making%20Lasting%20Changes%20- %20Dr%20Harms%20- %20Jan%202010.pdf
Heres 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
Heres what you do: Use the Plan of Action form from the article (you dont 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