1. Using Program Assessments to Look at Children in Groups
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Chapter 14
Using Program Assessments to
Look at Children in Groups

2. ASSESSING EARLY CHILDHOOD PROGRAMS
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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

3. Criteria of Program Assessment
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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

4. Types of Program Assessments
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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

5. Program Assessments Advantages Disadvantages Monitors program Cost
©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

6. TOPICS IN OBSERVATION Assessing the Environment
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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?”

7. LOOKING AT THE ADJUSTMENT OF THE CHILD TO THE PROGRAM
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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

8. Infants and Toddlers Adjustment in Group Settings
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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

9. Helping All Children in Group Settings
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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