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2. ITERS-R Space and Furnishings Personal Care Routine Listening and Talking ActivitiesProgram Structure 100 200 300

3. Space and Furnishings: 100 Question: How wide must doorways be to be considered accessible in Item #1? Answer 32 inches

4. Space and Furnishings: 200 Question: Which item and which indicators consider adult sized seating in I/T classrooms? Answer Furniture for Routine Care and Play, 5.5 and 7.4

5. Space and Furnishings: 300 Question: If the classroom’s changing table is positioned so that staff have to turn their back on the children, this could be a potential problem addressed in which item and which (multiple) indicators? Answer Room arrangement, 1.2, 3.2 & 5.2

6. Personal Care Routines: 100 Question: How many inches are expected for crib (or mat or cot) separation? What indicators address this? Answer # 8 Nap: 24 Inches at 1.1 & 36 inches at 3.2 See the PA Position Statements

7. Personal Care Routines: 200 Question: If young children should be fed in small groups, what is the standard for group size when feeding older infants? Answer Very small groups: Older infants: 2-3 Toddlers: no more than 6

8. Personal Care Routines: 300 Question: If a child is crying in a crib, what is the maximum amount of time you can leave that child there crying/unhappy? What indicator addresses this? Answer #8 Nap, Indicator 1.3 says 2-3 minutes

9. Listening and Talking: 100 Question: If there are 9 toddlers in the classroom, how many books are accessible to receive a 5 or higher? Answer Using books, 5.1: 18 books

10. Listening and Talking: 200 Question: What two things must Assessors observe during the observation, in regard to books? Answer 1)Staff read books with individuals or small groups of children 2) Book times are warm and interactive Using books, 5.3 & 5.4

11. Listening and Talking: 300 Question: If it is observed that an unpleasant tone is used or negative things are said to the children, what items and indicators would address this? Answer Item 12, Helping Children Understand Language 1.3 – A score of “1” if observed three or more times 3.3 – No more than two examples can be observed. Item 27, Staff-child Interaction Most of the indicators require pleasant and responsive tones

12. Activities: 100 Question: In the ITERS-R, what are the listed art materials that are considered inappropriate for infants and toddlers? Answer Shaving cream, glitter, permanent markers, acrylic or oil paints, things children can choke on.

13. Activities: 200 Question: What three activity items could be marked NA in a classroom with children O to 11 months? Answer #17 Art, #19 Blocks, and #21 Sand and Water Play * Item 17, if art materials are used with the children, the item will be scored. Item 21, if sand or water is use, there may be considerations in the Health and Safety items.

14. Activities: 300 Question: How many different examples of diversity should be observed in a classroom? What types of diversity must be included? Answer 10 different easily experienced examples must be included: some in books, some in pictures, and some in materials. The 10 examples must include at least 4 of the 5 types (races, cultures, ages, abilities, and gender)

15. Program Structure: 100 Question: What is the maximum amount of time children can wait with nothing to do during transitions? Answer No more than 3 minutes Schedule, 5.4 – see notes

16. Program Structure: 200 Question: Which items and indicators expect regular opportunities for outdoor play? Answer Schedule, 5.2 and Free Play, 3.1 & 5.1

17. Program Structure: 300 Question: If a Staff member forces children to sit for circle time against their will but the children can play freely at other times of the day, what would the maximum score be for group play activities? Answer Maximum score is “2”, Score NO for 3.1 (If children must often participate in group activities even when not interested the score would be “1” See indicator 1.1)