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.”
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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
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Criteria of Program Assessment
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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
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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
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Program Assessments
Advantages
Disadvantages
• Monitors program
• Objective criteria to
measure program
• Measurement of staff,
administration
• Program
improvement
• Cost
• Time
• Instrument may not fit
the program context
• Evaluators may not
be knowledgeable in
using the tool or fair in
evaluating the
program
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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?”
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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
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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
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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
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Standard Related to Children in
Groups
Head Start Performance Standard
1304.51 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.
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