©2014 Cengage Learning. All Rights Reserved. Chapter 13 Using Program Assessments to Look at Children in Groups “Pointing the finger of blame at others – the child, the family or the program – leaves three fingers pointing back at us. We must reflect on what we can do to make things better for the child, the family and the program.”

©2014 Cengage Learning. All Rights Reserved. ASSESSING EARLY CHILDHOOD PROGRAMS Reasons to assess a program: Evaluate against a standard Assess program to its stated mission and philosophy Received feedback from constituencies (customers and funders) Assess program’s suitability for an individual child Provide measures of accountability

©2014 Cengage Learning. All Rights Reserved. Criteria of Program Assessment Interactions between children and teachers Curriculum Relationships between teachers and families Staff qualifications and professional development Administration Staffing Physical environment Health and safety Nutrition and food service Evaluation

©2014 Cengage Learning. All Rights Reserved. Types of Program Assessments Total Program Evaluations –Accreditation –Head Start Program Standards –Family Child Care Accreditation Special Focus Instruments –Environment Rating Scales –Health and Safety –Staff Performance –Anti-Bias Curriculum

©2014 Cengage Learning. All Rights Reserved. Program Assessments Advantages Monitors program Objective criteria to measure program Measurement of staff, administration Program improvement Disadvantages Cost Time Instrument may not fit the program context Evaluators may not be knowledgeable in using the tool or fair in evaluating the program

©2014 Cengage Learning. All Rights Reserved. TOPICS IN OBSERVATION Assessing the Environment Blaming or criticizing is not helpful Comes back to: –“What are you doing that contributes to this situation?” or –“What are you doing to make it better?”

©2014 Cengage Learning. All Rights Reserved. LOOKING AT THE ADJUSTMENT OF THE CHILD TO THE PROGRAM Class size ratio – The younger the child the smaller adult/child ratio and the smaller the group size –This provides the necessary supervision and interaction Behavioral indicators of comfort: –Dependable routines –Developmentally appropriate activities –Reliance on adults for assistance and protection

Infants and Toddlers Adjustment in Group Settings Focused attention to child Two-way communication with child Low staff/child ratios Consistent primary caregivers Safe, attractive, interesting environments Respect for the family and their culture Planned transitions to next caregivers and classrooms ©2014 Cengage Learning. All Rights Reserved.

Helping All Children in Group Settings Inclusion of Children with Special Needs in “Least Restricted Environment” –Developmental levels –Small ratio of children with special needs to total group –Individualized learning experiences –Partnership with families Helping Professionals

©2014 Cengage Learning. All Rights Reserved. Standard Related to Children in Groups Head Start Performance Standard Management Systems and Procedures h.(2.1) Program self-assessment and monitoring. At least once each program year, with the consultation and participation of the policy groups, and as appropriate, other community members, grantee and delegate agencies must conduct a self-assessment of their effectiveness and progress in meeting program goals and objectives in implementing Federal regulations.