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 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 ©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 ©2014 Cengage Learning. All Rights Reserved. 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 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. ©2014 Cengage Learning. All Rights Reserved.