ECERS-R Summary Report Phases
Reminders: These phrases are meant to be used as examples, to spur our thinking when facing a
difficult rationale to write. Although many can be cut and pasted and may provide the basis of the
“why” behind the score, always review what you observed and determine if the pasted rationale
should be tweaked to most accurately represent the practices you observed, thus providing the
reader with a full picture of why a particular score was given.
General language:
It was determined through observation, the posted schedule and provider report…
Please refer to the "Explanation of Terms Used throughout the Scale" in the ECERS-R book for more
information. (Only use this when there is actually a note for the indicator that has helpful information.)
Additional notes for clarification may be found on the authors’ website: www.fpg.unc.edu/~ecers
Use the past tense when writing rationales about what you observed.
SPACE AND FURNISHINGS
1. Indoor space
3.4 When space is reasonably clean there is evidence that daily maintenance is done. It was observed
that…
5.1 "Ample indoor space" means that there is space in the room for different types of activities and that most
activity areas are not crowded. It was observed that several areas were crowded during free choice time
which limited the children and teacher’s ability to move around freely… (The rationale should continue
with specific examples of why there was not ample space, such as the following example: The children
who were on the rug playing with manipulatives in the block area had to step over other children and
materials to either get to the dramatic play area or to the manipulatives and puzzles. The children who
wanted to get to the writing table in the corner by the manipulatives had to squeeze by the teacher and
the children who played with the materials on the floor. In addition, it was observed that when children
played with the dramatic dress-up clothing which was located in front of the bathroom entrance, they
were blocking the bathroom door for the children who needed to use the facilities.)
5.2 There were no windows or other forms of natural light in the classroom.
5.2 At this level of quality, daylight directly enters the room through windows. It was observed that there
were no windows inside the classroom. Thus, natural lighting did not enter this space.
5.3 At this level of quality, the space should be accessible for all children and adults with disabilities that
require such provisions, regardless of whether anyone with a disability uses the room or is currently
enrolled in the program. It was observed that… (list reasons such as round handled door knobs,
doorways and/or bathroom stalls less than 32 inches, stairs needed to access classroom, etc.)
2. Furniture for routine care, play, and learning
5.1 At this level of quality, chairs are sized so that at least 75% of the children can sit back in the chairs
while their feet rest on the floor and tables are of a height where 75% of the children may comfortably
rest their elbows on the table. It was observed that less than 75% of the children's feet were able to
touch the floor when seated back in the chair.
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3. Furnishings for relaxation and comfort
5.1 The teacher reported that the Cozy Area/Privacy Cube was open to the children during free play
periods; but that most children were not permitted to use this space during group activity times (list the
group activity times such as circle, teacher-directed lessons, and seatwork). The teacher reported that
one child who had demonstrated a pattern of impulsive behavior toward his peers was able to leave the
group activity at any time to use this space. While this policy does support one child's need for time
away to relax and practice self-control, at this level of quality the expectation is for all children in the
group to be able to access a quiet, soft space for a substantial portion of the day (SPOD). SPOD for this
program is (list hours needed for SPOD). Please see the Notes for Clarification in the ECERS-R and the
All About the ECERS-R book for additional information.
5.1 The classroom contained a soft chair and a few beanbags; however, there was no cozy area in the
classroom. As soft furnishings provide the space and opportunity for children to relax and rest, the
expectation of this indicator is that an area is set up for children to use in the classroom that has a
significant amount of softness and which is accessible for a substantial portion of the day.
5.2 This indicator expects that there is a cozy area present in the classroom as described in indicator 5.1.
5.2 The area designated as a cozy area was frequented by children who were engaged in more active play
such as running, jumping, and block building.
5.2 On two occasions, children were observed participating in active play in the cozy area while other
children were reading quietly. At this level of quality, the teacher assures that the cozy area is protected
from active play.
5.3 Two soft chairs had tears in the fabric which exposed the foam padding where germs can collect.
4. Room Arrangement for play
3.1 The expectation of this indicator is that the classroom contains at least two clearly defined interest
centers with appropriate materials and furnishings. Although the dramatic play area was clearly defined,
the classroom did not contain any additional interest centers. Additionally, many toys and materials were
stored mixed together in bins throughout the classroom. Storing materials in this way makes it difficult
for children to find items they wish to play with and put them back in the correct place when finished
playing. Please see the All About the ECERS-R book for additional information.
3.2 The arrangement of the spaces used by children in a classroom affects how well the teacher can
supervise the children to protect their health and safety. It was observed that the television cart
obstructed the teacher’s view of the children seated at the computer. In addition, when children are
seated at the tables, the shelving in the art center partially blocked the view of the book area that the
children used for play and napping.
3.2 Due to the L-shaped room and placement of centers, visual supervision was difficult when there was
only one teacher observed in the room.
3.2 Several children in this room are not potty trained. The diaper changing table is placed facing a wall
which provides only peripheral views of the classroom for the teacher who is changing diapers. This
presents an issue for visual supervision, especially during times of the day when only one teacher is in
the classroom.
3.2 The arrangement of the spaces used by children in a classroom affects how well the teacher can
supervise the children to protect their health and safety. It was observed that visual supervision
depended on the physical placement of teachers around the classroom. It was observed that (list the
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problems in the room that compromised visual supervision, such as the following: tall cubbies obstructed
the teacher’s view of the cozy/book area.; large pieces of cardboard, used to separate the dramatic play
and block areas, created a barrier for the teachers' view directly into the dramatic play area; the
computer center was difficult to see into from different angles in the classroom due to its separation from
the room by tall shelves; children were not visible in the sand and water areas since the lids were stored
vertically between the two tables).
5.2 The intent of this indicator is to provide clear physical barriers and a sufficient distance separating quiet
centers and active centers so that children engaged in quiet play are not disrupted by noise and the
activities of children in other areas. It was observed that … (state concerns)
5. Space for privacy
1.1 or 3.1 During the observation, children had little opportunity to leave the whole group gathering to play
by themselves. For example, (list what was observed such as: one child, who tried to leave the
parachute activity to dance by herself in a corner was told to rejoin the group). Children should have the
freedom to play privately away from the rest of the group when they need to relieve the stress of group
activities.
3.2 A (list what was used to create private space, such as a barrel or tent) was used for children to create a
private space. The opening to the (list the furnishing) faced the (list area such as the wall or book shelf).
The expectation at the minimal level of quality is that all spaces used for privacy are easily supervised
by teachers. Teachers would need to strategically place themselves (explain where the teachers would
need to stand, such as in side the book area) in order to visually supervise a child using the (privacy
space). Please refer to the All About ECERS-R book for additional information and suggestions of other
spaces for privacy.
5.1 Private spaces allow children to escape from the pressures of group care and enable them to be alone.
Upon questioning, the teacher reported that children can create spaces for privacy using (list the
furnishings or materials, such as bean bag chairs). However, there is no space intentionally set aside
and limited for use by 1 or 2 children. Please see the All About the ECERS-R book for additional
information on the expectations of this quality indicator.
5.1 The teacher reported that there is no space intentionally set aside and limited for use by one or two
children.
5.1 Although the book area was used as privacy space, it was reported that teachers do not limit the number
of children using this area, rather the children self-regulate. This may not assure that children will have
the adequate privacy space they need.
5.1 While the children were allowed to find or create space for privacy, the teacher reported that there is no
designated space set aside for one or two children to use that is also protected from intrusion. Please
see the All About the ECERS-R book for additional information on the expectations of this quality
indicator.
5.2 This indicator applies only to the space “set aside” for privacy in 5.1.
6. Child related display
5.1 In addition to a relationship between the displayed items and current classroom activity, this indicator
also expects that children are somehow represented in the display; for example, children are
represented through photos, self-portraits, dictated stories, or class charts. It was observed that no
representation of the children was included in the classroom display.
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5.1 In addition to a relationship between the displayed items and current classroom activity, this indicator
also expects that children are somehow represented in the display. It was observed that…..
5.2 Displaying children's artwork promotes positive self esteem and shows children that their work is valued.
It was observed that more than 50% of the display was commercially produced or teacher created
materials.
5.3 It was observed that many of the items in the classroom display were located higher on the walls at an
adult's eye level. The expectation of this quality indicator is that the display is located on the lower half of
the room so that materials are easily seen by children.
7. Space for gross motor play
3.1 At this quality level, the expectation is for children to have access to gross motor space for 1 hour a day.
On the day of the assessment, children had no access to gross motor equipment indoors or outdoors.
Please see the "Explanation of Terms Used throughout the Scale" on page 7 in the All About the
ECERS-R book.
3.2 The following safety concerns were observed in the indoor gross motor space: …(list observed hazards
here). Please see the PA Position Statement Playground Information Sheet and the Handbook for Public
Playground Safety at www.cpsc.gov.
3.2 Fall zones are the areas under and around sliding/climbing equipment where impact absorbing materials
are required; a minimum of 6 feet between each piece of equipment is required. It was observed that
…….. Additionally, spacing between some of the structures was not adequate. Please see the
Playground Information Sheet attached to the PA Position Statements for further clarification.
3.2 The mulch under the fall zones of slides and swings measured between XX and XX inches (ASTM F
1292 standards require 9 inches). Mulch did not extend far enough beyond the fall zones of (list
equipment such as slides). Fall zones are the areas under and around equipment where impact
absorbing materials are required; there must be a minimum of 6 feet between each piece of equipment
and all other structures. Please see the Playground Information Sheet attached to the PA Position
Statements.
3.2 The program was unable to provide a certificate verifying that the rubber mats under climbing equipment
meet the ASTMF1292 standards for impact absorbing materials used in fall zones. The mats also did
not extend far enough behind the use zone of the swings. Use zones are the areas under and around
equipment where impact absorbing materials are required; they must be a minimum of 6 feet. The
fenced in playground is adjacent to a commercial parking lot and was littered with trash including (list
what was observed such as cigarette butts). Please see the PA Position Statement Playground
Information Sheet and the Handbook for Public Playground safety at www.cpsc.gov.
3.2 The outdoor gross motor space was not fenced. A fence is required for safety because of the hazards
associated with children "wandering off" or the entry into the play area of unexpected visitors or animals.
3.2 There is an expectation that a fence will totally enclose the outdoor play area. It was observed that
flexible construction-type fence was used. Although this type of fence can deter children from leaving the
area or the entrance of unwanted visitors or animals, it does not provide the protection that sturdy,
permanent fencing would provide.
(Please keep in mind the consensus discussions about the properties of a fence that meet this indicator.)
3.2 No ASTM F1292 certificate was presented to verify the safety of the cushioning on the outdoor play
surface.
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5.3 It was observed that the space used by children for running and playing tag and other active games
interfered with the play of children using slides and climbing equipment. See the All About the ECERS-R
book for additional information on organizing gross motor spaces.
5.3 Children were observed running and playing with portable gross motor equipment and engaging in other
active games in the fall zones of the stationary gross motor equipment. The expectation is that the
various pieces of gross motor activities will not interfere with each other.
8. Gross motor equipment
1.2, 3.2 (List broken equipment such as two large molded plastic sliding structures) had broken areas on the
structure, which had jagged edges.
3.1 It was observed that the children had xx minutes of access to the gross motor equipment. At this quality
level, the expectation is for children to have gross motor play for 1 hour a day. Please see the
"Explanation of Terms Used throughout the Scale" on page 7 in the All About the ECERS-R book.
3.1 At this quality level, the expectation is for children to have access to gross motor equipment for 1 hour a
day. On the day of the assessment, children had no access to gross motor equipment indoors or
outdoors. Please see the "Explanation of Terms Used throughout the Scale" on page 7 in the All About
the ECERS-R book.
3.3 The label on the stationary equipment indicated that the equipment was appropriate for children ages
five through twelve and therefore, was not appropriate for most of the preschool children.
5.1 While in the gym, children competed over the use of ## riding toys and ## balls. Teachers facilitated the
sharing of these materials and helped to settle disputes when they arose. However, at this level of
quality there are enough pieces of popular equipment so children do not have to compete or wait and
there are enough interesting options for play.
PERSONAL CARE ROUTINES
9. Greeting/Departing
5.3 Five departures were observed. Parents entered the classroom, signed out their child, and departed as
the teachers were engaged in circle time with the group. No greeting or conversation occurred between
parents and staff. The expectation is that most parents will be greeted warmly.
10. Meals/snacks
3.3 Although hand washing after (toileting/meals) was part of the routine, the effectiveness of the hand
washing was compromised in the following ways; children were not consistently supervised by the
teacher during hand washing; several children did not use soap when washing, and most did not wash
for approximately 5-10 seconds. Adequate hand washing occurred XX% of the times needed (75% is
expected).
3.3 Although children washed their hands before snack, it was observed that some children's hands were
re-contaminated when they touched other objects in the classroom before sitting down at the table.
Children did not wash their hands after snack, which included finger feeding. In addition, the teachers
used their hands to serve food. Best practice is to use clean, utensils for serving food.
3.1 It was observed that several children were asked to rewash their hands after touching walls or hand
rails. The children grew frustrated at being sent to wash numerous times. Hand washing generally needs
to occur 75% of the time and there is room for lapses to occur, as long as it is evident that these healthy
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practices are a part of the classroom routine and have been taught to the children. For instance, if one
or two children re-contaminate their hands before meals, the children may or may not re-wash
depending on several factors ranging from the location of the sink to the disposition of a child. If they do
not re-wash their hands, this may be counted as a lapse in practice. However, if several children recontaminate their hands during meal time routines, the program should focus on what factors may be
causing this practice.
3.3 It was observed that attempts were made to sanitize the tables; however, the effectiveness was
compromised because the bleach and water solution was wiped dry without remaining on the surface for
the two minutes that is necessary for sanitization to occur.
3.3 It was observed that the tables were not always appropriately sanitized before the morning snack/activity
and lunch. The directions on the label for the sanitizer explained that the solution should come into
contact with the table for XXX minutes before wiping dry. The solution was immediately wiped dry.
3.3 It was observed that the tables were washed with a cloth dipped into a bucket of soapy water. The same
water bucket of soapy water was used throughout the observation. The soap/water solution should be
changed after each use and cloths should not be reused without first laundering them. Additionally, at
snack time the teacher served crackers to the children with her hands rather than using a utensil.
3.5 Allergy information is kept in files in a desk drawer. This information should be located in an area that
would be easily accessible to a new teacher or a substitute. Please see the PA Position Statement for
this indicator.
3.5 When food/dietary substitutions are made they must meet the primary nutrient composition/food
component of the food that is being replaced. It was observed that water was provided as a substitution
for milk at lunch. Please see the PA Position Statements and the CACFP Meal Guidelines in the All
About the ECERS-R book.
5.1 At this level of quality, most of the teachers sit with the children during meals and snacks. It was
observed that teachers stood and moved about the tables during snack. At lunchtime, all teachers sat
together at one table away from the children.
11. Nap/rest
1.2 The children attend the program from (list hours of program). There is no rest period scheduled during
the day. The teacher reported that if children get tired, they may sleep on the couches in the reading
center. There is no individual bedding for children who wish to nap.
1.2, 3.2 PA Position Statements require at least 24 inches of separation on 3 sides of nap/rest equipment. It
was observed that furniture and equipment was used as a separation barrier between some of the mats
and there was not 24 inches of space on 3 sides between the mats and the furnishings.
3.2 It was observed that XX of the nap mats were not positioned with at least 24 inches of separation from
other mats or furniture on at least 3 sides. Other mats, room furnishings, toys, and other materials are
taken into consideration when determining if the space around napping children is appropriate. As per
the PA Position Statements, the expectation is for all mats to be separated in this manner to prevent the
spread of germs during sleep as well as to ensure adequate space for access in case of an emergency.
1.2, 3.2 It was observed that all the bedding used for nap purposes was stored in a large pile. This method
of storage could be a health hazard as germs spread quickly throughout the linens when one person's
bedding comes in contact with another. If bedding is stored together, it must be in a nonporous container
to prevent the spread of contagions. Please see the PA Position Statements.
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1.2, 3.2 At this level of quality, specified certification regulations for nap/rest equipment placement be
followed to ensure the teacher has no difficulty accessing children in an emergency and to reduce the
spread of germs. It was observed that XX of the XX (mats/cots) were not spaced to meet the
requirements. Please see PA Position Statement for more detail.
12. Toileting/diapering
3.1 It was observed that the same sink was used for all hand washing routines without sanitizing the sink,
handles, and faucets before hand washing related to food preparation and meals. Please see the All
About the ECERS-R book for additional explanation of quality procedures related to use of the same
sink.
3.1 It was observed that the same sink was used for all hand washing routines. Although the sink was
occasionally sprayed with bleach/water solution, this procedure was not conducted before meal time
hand washing. Additionally, the amount of sanitizer sprayed on the sink was minimal and the handles
and faucets were not sprayed. Please see the All About the ECERS-R book for additional explanation of
quality procedures related to use of the same sink.
3.1 Although the teachers minimized contamination of children’s hands at the sink by turning the faucet
on/off when children used the toilet before meals, the sink should also be sanitized first. Sanitization is
not expected between each child; however, it should occur prior to the beginning of mealtime hand
washing.
3.1 The children used the bathroom sink to wash their hands prior to meals. If the same sink is used for both
toileting and food related routines, the sink basin, handles, and faucets must be sanitized between these
routines and other measures must be taken to assure that there is no recontamination. The teacher
sprayed the sink in some cases, but this was inconsistent and did not always take place prior to
mealtime hand washing. For additional information on best practice when using the same sink for
multiple purposes, please see the All About the ECERS-R book and Caring for Our Children.
3.4 Most children used the toilet independently; however, it was observed that one child who was wearing a
diaper did not have the diaper checked or changed for # hours. At this level of quality, the
toileting/diapering needs of all children are met.
3.5 To provide adequate supervision, teachers monitor that sanitary procedures such as flushing the toilet
and adequate hand washing occurs when needed. It was observed that toilets were flushed 61% of the
time with lapses occurring when children used the toilet independently. Adequate children's hand
washing after using the toilet occurred 60% of the time.
3.5 This quality indicator considers whether teachers supervise toileting routines to assure that children
consistently follow good health practices and that supplies are available. The restrooms were located
down the hall way from the classroom. Although teachers stood in the door way and watched as children
walked down the hall, there were no attempts made to assure that hand washing was thorough and
toilets were flushed. It was observed that there was no toilet paper in two of the stalls and that xx of xx
children did not use soap when washing after using the toilet.
5.2 At this level of quality, the toileting area should be within or immediately adjacent to the classroom. It
was observed that the children use restrooms located down the hallway.
13. Health practices
3.1 At this level of quality, the hands of adults and children are washed 75% of the time when needed as
defined in the Notes for Clarification and the All About the ECERS-R book. It was observed that some
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children did not wash their hands upon entering the classroom upon returning from the playground, after
using glue, and after coming into contact with bodily fluids.
14. Safety practices
1.1 or 3.1 Cleaning Products, labeled "Keep out of the reach of children," were observed stored unlocked on
shelves in the restroom classroom. In addition, two electrical outlets were uncovered. Please see the PA
Position Statements.
1.1 or 3.1 There were several uncovered outlets. The director reported that the electrical outlets are not
child-proof units.
Please note: All outdoor playground safety rationale have been moved to items 7 and 8. The
rationales can be copied and repeated under safety practices when applicable.
LANGUAGE-REASONING
15. Books
5.2 The expectation of this indicator is that, in addition to books, at least two other materials that encourage
language development are accessible for at least one hour a day. Although (list materials observed such
as one dinosaur puppet) was/were observed, no additional language materials were observed. Please
see the Notes for Clarification and the All About the ECERS-R book for more information.
5.3 Although all accessible books do not have to be found and used in a reading area, at this level of
quality, there is an established reading center where books are stored and a place for reading that is out
of traffic. Books were accessible and used in various centers; however, there was no clearly designated
reading center. Although a book shelf was located against a wall and 2 tables and a carpet were nearby,
the carpet was located in a high traffic area and the tables were used for other activities and meals.
5.3 The expectation of this indicator is that a reading area is accessible which is out of traffic and contains
books and a suitable place for reading. It was observed that books were stored on a shelf below movies
and DVDs adjacent to the dramatic play area and that no furnishings or seating was provided for
children using books. Please see the All About the ECERS-R book for additional information.
5.5 At this quality level, the expectation is that teachers read to children informally as a means to be
responsive to children's interests. Spending more time reading to one child or to a small group instills a
love of reading in young children. No instances of informal reading were observed. For additional
examples of informal reading, please see the All About the ECERS-R book for additional information.
When they attempt to read informally:
5.5 Although one instance was observed of the teacher attempting to read informally to (one child, a small
group of children) her attention was quickly diverted to another child needing assistance with... (add
what you observed) and informal reading did not occur. For examples of informal reading please see All
About the ECERS-R.
16. Encouraging Children to Communicate
5.1 The expectation of this indicator is that teachers engage in activities during free play and large group
times that encourage children to communicate. For example, teachers ask children questions about
what they are doing or making or sing or recite finger plays with children. On the day of the assessment,
teachers were not observed interacting with children during free play.
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17. Using language to develop reasoning skills
5.1 The teachers were not observed talking about logical relationships while the children played with
materials that stimulate reasoning. Please see the All About the ECERS-R book for additional
information.
5.1 It was observed that there were many materials that support children's learning about logical
relationships and abstract concepts in the classroom. At this quality level, the conversations between
teachers and children using these types of materials should include discussing the logical relationship
and abstract concepts that can be learned from the materials and should be observed at least once
during an assessment. Although teachers supported the children's use of these materials, logical
relationships and/or abstract concepts were not a part of teacher-child interactions.
5.1 At this quality level, teachers are expected to support children while they are using classroom materials
that stimulate reasoning skills, talking with them about the logical relationships and the concepts these
materials teach. Teachers were not observed engaging children in this manner while children used
these types of materials.
5.2 Although many materials were observed throughout the classroom that can be used to support learning
reasoning skills, the teachers were not observed assisting children in talking through their reasoning
when solving problems using these materials. At higher quality levels, teachers are expected to engage
children in conversation while using these materials to assist them in thinking through how they solved a
problem or determined an answer. Please see the All About the ECERS-R book chapter 17 for
additional information on supporting reasoning skill development.
5.2 Teachers were not observed encouraging children to talk about their reasoning behind solutions to
problems when using classroom materials. At this quality level, teachers are expected to help children
think through why they used materials in a particular way, how they solved a puzzle, or why things are
the same or different. Please see the All About the ECERS-R book for additional information on high
quality practices that support children using language to develop their reasoning skills.
18. Informal use of language
5.1 The expectation of this indicator is that many turn-taking conversations occur between the teachers and
children during both free play and routines. It was observed that few conversations between children
and teachers occurred during free play and routines. Additionally, while children were engaged in free
play, teachers were observed preparing art projects on the opposite side of the classroom and engaging
in conversation with each other and the director.
5.2 Although the teacher had conversations with the children, the teacher used language more often to
manage routines and control behavior than to exchange information and interact socially. Please see the
All About the ECERS-R book for more information.
5.3 At this level of quality, teachers are expected to expand on ideas through elaboration, rephrasing, and
adding details as they talk to children. This results in several back-and-forth exchanges between the
child and teacher. This level of teacher support of children's language growth was not observed.
ACTIVITIES
19. Fine motor
3.1 “Some” of each type means more than one example of each of the 4 types of fine motor materials are
accessible for 1 hour as described in the Notes for Clarification and the All About ECERS-R book.
Materials from the small building category (Legos) were accessible for 1 hour.
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3.1 “Some” of each type means more than 1 example of each of the 4 types of fine motor materials are
accessible for 1 hour as described in the Notes for Clarification and the All About ECERS-R book.
Materials from the art category were accessible for approximately xx minutes. Additional fine motor
materials observed included (list). Please see the Notes for Clarification and the All About the ECERS-R
book for more information.
5.1 At this quality level, the expectation is for children to have access to 3-5 examples from each of the
categories listed in the Notes for Clarification for a substantial portion of the day (SPOD). There were ##
categories accessible: (list categories). Additionally, the materials were accessible from xx to xx. SPOD
for this group is # hours # minutes. OR Although materials were accessible for SPOD, there were 3-5
examples from # categories: (list categories),
5.2 In the classroom, it was observed that many of the materials were piled on shelves or stored with
several items blocking materials at the back of shelves. In the multi-purpose room used as an arrival and
departure space, it was observed that all materials were stored unsorted in large storage bins. Please
see the All About the ECERS-R book for additional information about organizing materials to support
children.
20. Art
3.1 The expectation of this indicator is that some art materials are accessible to children for at least 1hour a
day. “Some” means at least 1 usable art material that will allow children to complete artwork (e.g.
crayons with paper). On the day of the assessment, children had access to (list materials) for
approximately xx minutes. The teacher reported that art materials would not be used for the remainder
of the day.
5.1 Although art materials were accessible for a substantial portion of the day, at this quality level the
expectation is for children to have access to 3-5 examples from at least 4 of the art categories. There
were many materials from # categories: (list categories).
5.2 After observing the displayed art projects and completing the teacher interview, it was determined that
most of the art activities children engage in are those that have a predetermined outcome. At this level
of quality, children should have the flexibility to be creative and produce individualized work where the
child, rather than the teacher, determines the outcome. Although the children's art work did not all look
the same the All About the ECERS-R book explains that projects where a certain outcome is expected
should be used no more than once or twice a week.
5.2 At higher quality levels, the expectation for the use of art materials is that children have many
experiences to use the accessible materials in individual ways, creating uniquely expressed end
products. By allowing children to choose the media used to create art when given a topic or to choose
the topic when teachers have selected the art materials to be used, children have the opportunity to
explore their own creativity and express their thoughts and perspectives in an individual manner. The art
activity observed involved (list what was observed such as the following: Model Magic clay being formed
into a body part involving the senses. Children who created "snakes" or other representations were told
they needed to make the body part as they had been directed). The teacher reported that a directed art
activity similar to the observed activity is done on a daily basis. Although the children's art work did not
all look the same, the All About the ECERS-R book explains that projects where a certain outcome is
expected should be used no more than once or twice a week. Please see the All About the ECERS-R
book for additional information on individual expression in art.
5.2 Many of the art projects on display in the classroom were representative of more teacher directed art
activities (a subject and/or medium is chosen) and the teacher reported that the class does these types
of projects about 3 times per week. Although the children's art work did not all look the same, the All
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About the ECERS-R book explains that projects where a certain outcome is expected (list what was
displayed) should be used no more than once or twice a week.
21. Music/movement
3.1 The expectation of this indicator is that at least 2 musical materials are accessible to the children for at
least 1 hour a day. Musical instruments were observed in a closed bin on top of a shelf and they were
not made accessible to the children during the observation. The teacher reported that … (state when
instruments are used by the children). Although a CD player was observed, the teacher stated that only
the teachers operate it. Please refer to the All About the ECERS-R book for more information.
5.1 There were no musical instruments accessible to children. Please see the Notes for Clarification in the
ECERS-R.
5.1 Although there were adequate musical instruments accessible, for a CD/tape player to be considered
accessible in a group of older children (majority of children are 4 years and older), children should be
able to use the CD's/tapes independently. The CD player was stored on a high shelf out of reach of
children. Please refer to the All About the ECERS-R book for more information.
22. Blocks
1.1 A set of small unit blocks was observed inside a closed toy shelf; however, on the day of the
assessment, the shelf remained closed and the blocks were not made accessible to the children.
3.1 At this level of quality, accessories are within or near the block area so that it is obvious to the children
that those materials are to be used with the blocks. No accessories were observed with the blocks.
3.3 Blocks were accessible for 1 hour; however, the accessibility of block accessories refers to the
expectations of indicator 3.1. Accessories were not stored near blocks nor were they observed being
used with blocks.
5.1 This indicator considers whether there is enough space for three children to balance, build, and create
structures without undue interference from one another. It also considers whether the space can
accommodate the larger structures children might want to build without having to compete for space.
The size of the block area did not allow for three children to build independent structures.
5.3 The block area was near the door to the classroom and was not protected from the flow of traffic in the
room.
5.3 A "special block area" is space that is arranged to allow children to play with blocks and accessories
with minimal interruptions. It was observed that, although the block area had a steady surface, it was
located in an area of the classroom that children and adults frequently walked through to access other
materials and/or areas of the classroom. Please refer to the All About the ECERS-R book for more
information.
5.3 It was observed that musical instruments and puzzles were stored on the same shelves as block
accessories in the block area. At this level of quality, the space used for block play is out of traffic and in
an area where children playing with blocks will not be interrupted by those seeking or playing with other
toys or materials.
5.4 At this quality level, the expectation is for children to have access to blocks for a substantial portion of
the day (SPOD) and the elements of 5.1, 5.2, and 5.3 are also achieved. In addition, SPOD for this
group is xx hours and xx minutes. The schedule stated and it was observed that the blocks were
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accessible during morning free play (list times) and afternoon free play (list times). An additional xx
minutes of access is required in order to fulfill the expectations of SPOD for blocks.
5.4 Although blocks were accessible for a substantial portion of the day, at this level of quality block areas
also fulfill the expectations of 5.1, 5.2, and 5.3.
23. Sand/water
5.1 At this level of quality, the expectation is for children to have regular experiences with both sand and
water play. The teacher reported that water play is only accessible in the summer.
5.2 At this quality level, the expectation is for children to have access to a variety of toys. It was observed
that small plastic insect toys were accessible in the sand table.
5.2 The teacher reported that sand play is only available outdoors. At this level of quality, the expectation is
for sand or water to be available daily year-round.
5.3 Sand and water play allows children to learn concepts through active exploration with their senses. The
expectation at this level of quality is that sand or water play is available to children for at least 1 hour
daily. Although a sand/water table was observed in the classroom, it was empty and the teacher stated
that it had not been used for a long time.
24. Dramatic play
5.1 Although there were many dramatic play materials accessible, the expectation at this quality level is that
2-3 gender specific dress-up clothes are accessible for both boys and girls. There was no gender
specific clothing observed. Multiple examples of gender specific clothing encourage the development of
gender role identity. (The following may be added when appropriate but should not be included in
every rationale: Work uniforms were accessible but these are considered non-gender specific.)
5.2 Although some materials were accessible for a substantial portion of the day, accessibility refers to the
number and categories of materials stated in the Notes for Clarification in the ECERS-R for 5.1. Please
see the All About the ECERS-R book for additional information on the requirements for this quality
indicator.
5.3 At this level of quality, props for at least 2 themes are expected to be accessible daily. It was observed
that materials from one theme were accessible: housekeeping. Please see the All About ECERS-R book
for more information.
5.4 Although there was a clearly defined space for dramatic play, materials were not clearly organized and
there were additional toys mixed in with the dramatic play toys, including (add whatever was observed).
25. Nature/science
5.1 At this level of quality the expectation is for children to have access to 3-5 materials from 3 of the 4
nature/science categories. There was sufficient representation from the books/games/toys category and
from the activities category. However, the collections of natural objects category had one representation
(list the material). The two living plants were on a high shelf and, therefore, inaccessible to children.
Please see the Notes for Clarification in the ECERS-R and the All About the ECERS-R book for
additional information.
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5.1 Many nature/science materials were accessible from the “books/games/toys” category. However, few
materials from the remaining categories were accessible. At this level of quality, many materials from 3
categories are expected.
5.2 It was observed that nature/science materials were accessible for XX hours and XX minutes. At this
level of quality, materials are accessible for a substantial portion of the day. Substantial portion of the
day for this site is XX hours and XX minutes.
5.2 Although some materials were accessible for a substantial portion of the day, accessibility refers to the
number and categories of materials stated in the Notes for Clarification in the ECERS-R for 5.1. Please
see the All About the ECERS-R book for additional information on the expectations for this quality
indicator.
5.4 At this quality level, teachers use every day events as teachable moments for nature and science
learning. Teachers bring every day nature/science events into talk during routines, group times and/or
free choice time. This was not observed.
26. Math/number
3.1 At this level of quality, the expectation is for children to have access to at least 2 different materials from
at least 3 of the 5 math/number categories. It was observed that the categories of counting and shapes
both had one accessible material and the categories of measuring and comparing quantities had no
accessible materials. Please see the All About the ECERS-R book as well as the Notes for Clarification
for additional information on the categories of math/number materials expected for this quality indicator.
3.2 Although a few materials were accessible, accessibility refers to the materials stated in indicator 3.1.
5.1 At this level of quality, the expectation is for children to have access to approximately 3–5 examples
from the 5 categories listed in the Notes for Clarification in the ECERS-R. There were many examples
accessible from four categories: counting, written number, shapes, and measuring.
5.2 Although some materials were accessible for a substantial portion of the day, accessibility refers to the
number and categories of materials stated in the Notes for Clarification for 5.1. Please see the All About
the ECERS-R book for additional information on the expectations for this quality indicator.
5.4 At this quality level, the expectation is that teachers use every day events as teachable moments for
math and number learning. This was not observed.
5.4 High quality math and number learning experiences in preschool classrooms include teachers using
routine daily activities to help children transfer the math skills they have learned into practical life
situations. Thus, the expectation is for teachers to provide children with opportunities throughout the day
to use math skills while setting the table, counting who is absent, talking about what comes first, second
and so on in the daily routine, etc. The intent of this indicator is for teachers to be observed providing
such opportunities at least twice during an assessment. No instances of this type of interaction were
observed during the assessment.
27. Use of TV, video, and/or computers
3.1 A few of the movies reportedly shown to children contain frightening scenes that are not appropriate for
children who are yet unable to separate fantasy from reality. At this level of quality, all movies should
carry positive messages and therefore not contain frightening or stereotypical images.
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3.1 The teacher reported that children may watch the videos observed stored on the TV shelf. Some of
these videos were rated PG for parental guidance. Not all PG-rated videos are appropriate for use by
young children and may contain violent or frightening scenes.
3.2 On the day of the assessment, children were observed watching television before lunch. During this
time, children who got up were repeatedly told to sit back down and watch the television. Additionally,
the teacher reported that a movie is put on every day during nap. There were no alternative activities
accessible for children who do not fall asleep and are not interested in watching the movie.
3.3 The expectations for this quality indicator restrict the length of time for TV/video and computer use to
assure that children have maximum opportunity to participate in active play. It was observed that a video
was playing when the observation began at (time) and continued to play for at least xx more minutes
until the school bus arrived. The posted schedule also states that videos are scheduled as a free choice
activity between xx and xx. Additionally, 2 children were observed using the computer for more than 30
minutes. Please see the All About the ECERS-R book for additional information.
3.3 Children were observed using the computer or watching others use the computer for more than 20
minutes. At the minimal level of quality, the expectation is for children's turns on computers to be limited
to approximately 20 minutes daily, thus ensuring that most of a child's day is spent engaging in activities
with concrete, hands-on materials. Please see the All About the ECERS-R book for more information on
this quality practice.
5.2 It was reported that children are taken to the resource room for computer tots class one day per week.
No other play options are accessible at this time. At this level of quality, computers are one of many free
choice options so children can make independent choices.
28. Promoting acceptance of diversity
5.1 At this level of quality, many examples showing diversity are observed in books, pictures, and materials.
Although books and pictures showed diversity in a positive way, there was not sufficient representation
of diversity in play materials.
5.2 At this level of quality the expectation is for more than 2 examples of diversity to be accessible in
dramatic play props. Two dolls of two different races (one example) were observed. Please see the All
About ECERS-R book for additional information.
INTERACTION
29. Supervision of gross motor play
5.1 There were several classroom groups of children using the indoor gross motor play space during the
same time. Although the space was large, it became crowded with children. As there were no divisions
of the play space, children were running throughout the area. There were several incidents of children
running into each other, running in front of the sliding board as children were using it (at one point a girl
was kicked in the face), children jumping over other children who were seated or lying on the floor, and
at times running through games such as a bowling pin set that had been placed in the middle of the
room, preventing other children from participating in the game. Although there were enough teachers in
the play space to fulfill ratios, they were frequently not interacting with the children or directing more
constructive play. Several collisions between children occurred resulting in crying, upset children, and a
chaotic atmosphere.
5.1 At this level of quality teachers are expected to prevent potentially dangerous situations before they
occur. It was observed that teachers frequently corrected children on the inappropriate use of the
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materials, including jump ropes and balls on the climbing/sliding equipment, after the children had
already taken those materials onto the stationary equipment.
5.2 Although no negative interactions occurred, it was observed that most staff-child interactions while on
the playground were neutral and consisted mainly of redirecting children.
Many of the Supervision/ Discipline rationales have been included because they are good examples
of not using accusatory language even though a difficult situation was observed. Please be careful
to avoid copying these (and other) rationale without tailoring it to the specific observed situation.
30. Supervision
3.1 One of the teachers left the classroom for more than just a few minutes on several occasions. These
instances were not related to toileting routines and resulted in one teacher supervising 15 children.
Please refer to the PA Position Statements regarding maintaining DPW certification ratios.
5.1 It was observed that several of the children in the group had difficulty monitoring and controlling their
own behavior. While teachers always addressed behavioral issues after they occurred, at this level of
quality the expectation is for adults to vary their supervision styles to meet the needs of the children.
Thus, if children repeatedly engage in inappropriate behavior they are more closely supervised to
ensure that inappropriate behavior is stopped before it gets out of hand. This supervision style supports
children in learning to stop themselves from making unacceptable choices.
5.2 During free play, there were many times when some children were not engaged in an activity or center
and wandered around the classroom. This occurred while teachers were sitting at the table preparing an
art project. Additionally, on more than one occasion, children who came to the teachers were told to go
play. At this quality level, the intent is for teachers to interact with children during play, to help provide
the materials children need to be successful in their play and to help children who are "wandering" get
involved in play.
5.3 The teachers were working on the floor with groups of children during free play and did not observe two
children jumping from classroom chairs for several minutes during the observation. Due to the “Lshaped” room and placement of centers, visual supervision was difficult at times during the observation
(teachers were not consistently in both areas of the classroom during free play periods), and may be
more problematic when there is only one teacher in the room at the beginning and end of the day when
fewer children are in attendance. (This rationale may also be use with Item 4 Room arrangement)
5.3 The intent of this indicator is for teachers to be aware at all times of what is occurring in the entire area
used by children. On the day of the assessment, children were observed engaging in free play on one
side of the classroom while teachers prepared art projects and engaged in conversation with each other
and the director on another side of the classroom. During this time, children were observed throwing
toys and hitting and pushing each other. Although some of these behaviors were observed by teachers,
many were not.
5.3 It was observed that one child left the room to use the bathroom without the teacher's knowledge. While
this lapse was brief, it reflected a moment when the teachers were not aware of the whole group.
31. Discipline
3.3 Positive interactions by nurturing and responsive teachers help promote the development of mutual
respect between children and adults and provide for children's psychological and emotional needs. On
the day of the observation, children were required to sit quietly on their nap cots for over 35 minutes
without an activity to engage in while the teacher prepared for lunch. During this time, many unpleasant
interactions were observed. They included: expression of the teacher's disappointment and unhappiness
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with the children's behavior, using a raised voice, threats to call home to report inappropriate behavior,
and threatening time out and removal from the classroom.
3.3 The intent of this quality indicator is for the expectations established for the children’s behavior to be well
matched to the children’s current developmental abilities. Thus, teachers establish basic expectations
for children’s behavior and monitor and adjust these expectations to match the current group and their
development throughout the year. It was observed that children were expected to wait for extended
periods with no activity to engage in during an art project and before and after meals. Additionally,
children were expected to play well together during free play with little or no interaction or guidance from
the teacher. Children who did not comply with these expectations were placed in time out. Please see
the All About the ECERS-R book (Chapter 31) for additional discussion on appropriate expectations for
preschool behaviors.
5.1 Although teachers used non-punitive methods of discipline, it was observed that the chosen methods did
not often result in children changing their pattern of behavior. At higher quality levels the expectation is
for teachers to be reflective of the results of their discipline methods and to alter them, using different
approaches when current methods are not helping children to monitor and manage their own behavior.
5.1 Non-punitive discipline methods were used consistently. However, it was observed that while children
were frequently redirected, this was not always followed by a change in the children’s behavior and no
further attempts were made to gain the children’s cooperation. These included both social behavioral
changes and directions to clean up.
5.1 Non-punitive discipline methods were used consistently. However, it was observed that children were
frequently redirected, but this was not followed by a change in behavior and no further attempts were
made to gain cooperation. Instances observed included both redirection of negative social behavior and
attempts to have the children cooperate in clean up. At higher quality levels, the expectation is for
teachers to be reflective of the results of their methods of discipline and to alter them, using different
approaches when current methods are not helping children learn to monitor and manage their own
behavior.
5.1 It was observed that the discipline techniques used to control children's behavior did not result in desired
changes in behavior. When children are yelled at or ridiculed, children do not learn the self-discipline
skills needed to monitor and correct their own behavior. The All About the ECERS-R book provides
information on non-punitive discipline methods that can be used effectively to assist children with
controlling their behavior.
5.2 Conflicts among the children were often observed due to competition over toys and crowding. Although
the teachers always intervened, children were observed being physically aggressive toward one another
on more than one occasion (hitting, kicking, or punching).
5.2 This indicator is focused on avoidance of conflict and promoting age-appropriate interactions among the
children. Although teachers helped children solve conflicts, it was observed that the space was crowded
as children played with classroom materials which increased conflicts. During the observation, several
instances were observed of children engaged in conflict with each other (provide information).
5.3 It was observed that consequences were distributed unevenly in the classroom. Some children were
required to clean up after messy activities, while other children were permitted to read books. Some
children were required to take a time out after disobeying the classroom rules, while other children were
permitted to continue their activities even after being directed to take time out. Please see the All About
the ECERS-R book for more information regarding consistency in these situations.
5.3 It was observed that consequences were applied unevenly in the classroom. Some children were
required to take a time out after disobeying the classroom rules, while other children were either
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redirected to a more appropriate activity or were reminded of the rules. Please see the All About the
ECERS-R book for additional information regarding consistency in these situations.
32. Staff-child interactions
5.3 To respond sympathetically means that staff notice and validate a child's feelings even if the child is
showing emotions that are often considered unacceptable. There were several instances observed in
the classroom where distressed children were not offered a sympathetic response and in some cases
were not acknowledged. These included times when children were crying or upset because they had not
met the teacher's expectations or their own expectations. For additional information, please see the All
About the ECERS-R book.
5.3 There were several instances observed in the classroom and in the gross motor room where distressed
children were not offered a sympathetic response and in some cases were not acknowledged. These
included times when children were unintentionally physically hurt and when children were teased by
their peers.
33. Interactions among children
5.1 A teacher was frequently observed using physical contact for control, such as leading children by the
arm. Since children will copy what adults do, teachers help children learn when they model positive
behaviors. Please the see the All About the ECERS-R book for more information.
(This may also be used for Item 32 Staff-child interactions indicators 1.3, 3.1, or 3.2 depending on
the situation)
5.1 To model good social skills means that the teachers are responsive, polite, interested, and cooperative
with every person the children see them interacting with and that the staff show children respect. If
teachers are sarcastic or disrespectful of others, children are likely to copy this type of behavior. There
were several instances when children were addressed in a sarcastic tone and with disapproving
comments about their behavior or their lack of engagement in activities.
5.1 This indicator addresses opportunities for children to learn social skills by observing adult interactions.
When teachers model good social skills, they are responsive, polite, interested, and cooperative. Since
the majority of the teachers' interactions were directive in nature, few examples were observed of
modeling appropriate social skills.
5.2 The teacher intervened and stopped negative conflict between the children, but did not help children
develop the skills and practices needed to help develop positive interactions with their peers. Frequently,
the child who was the recipient of the negative interaction was not acknowledged or comforted. Please
see the All About the ECERS-R book for additional information
5.2 When teachers assist children with social skill development, they are proactive and help children
become aware of their actions, suggest ways to help children cooperate, and guide children who are
involved in conflict. The teachers intervened and stopped negative conflicts between the children, but
did not help children develop the skills and practices needed to engage positive problem-solving
interactions with their peers.
PROGRAM STRUCTURE
34. Schedule
3.2 A written schedule in the classroom provides the opportunity for teachers to regularly and easily access
the timetable to maintain the flow of events that children expect and helps to avoid confusion that
causes problems. There was no written schedule posted in the classroom.
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3.2 Although a sequence of events was posted in the room, it did not include a time table of events. Please
see the All About the ECERS-R book for additional information.
3.2 Although a written schedule was posted in the classroom, it did not reflect what was observed on the
day of the observation. For additional information, please refer to the All About ECERS-R book.
3.3 The teacher reported that children do not go outdoors if the temperature is below 35 degrees. Please
see the PA Position Statements for “weather permitting” guidelines.
3.3 Upon questioning, the teacher could not provide temperature guidelines for determining when to take
children outdoors. Please see the PA Position Statements for the “weather permitting” guidelines.
5.4 It was observed that children waited more than 3 minutes during several transition activities. This was
observed during routines such as meals and toileting and when preparing to go outside.
5.3 It was observed that children waited more than 3 minutes during several transition activities. Long
periods of waiting occurred during tooth brushing, toileting, lining up to go outside/inside, and preparing
for departure. At higher quality levels, the expectation is for teachers to structure transitions between
daily events to minimize wait time, using these time in positive ways for activities such as singing songs,
doing finger plays, playing language games, etc.
5.4 A long period of waiting is considered any time 3 minutes or longer that children must wait without
something positive to do when transitioning between activities. It was observed that children waited for a
long period of time when (insert times when waiting without activity occurred). The expectation at this
level of quality is that teachers structure transition periods in order to minimize children's wait times.
35. Free Play
3.1 The teacher reported that the children do not go outdoors if the temperature is below 30 degrees. This
may limit the opportunity for children to have outdoor play for 1 hour daily (see the Notes for Clarification
for this indicator). Please see the PA Position Statements for the "weather permitting" guidelines.
3.1 The director reported that the children do not go outside if the temperature is below 32 degrees. This
may prevent children having outdoor physical play experiences at least 1 hour per day. Please see the
PA Position Statements for the complete definition of "weather permitting."
36. Group time
5.1 During the observation the children were required to stay together as a “whole group” for circle, snack,
swimming, and for a walk. During some of the gatherings it was observed that children had lost interest;
however, alternative activities were not readily available. Please see the All About the ECERS-R book
for additional information on this quality indicator.
5.1 The expectation of this indicator is that whole group gatherings are structured to maximize success for
all children participating in order to support all children in remaining interested and involved. Additional
expectations are for teachers to be responsive to the day to day interest level and needs of the group
and adjust planned group times accordingly. The observed teacher-directed art project lasted for xx
minutes, during which children were reminded many times to sit still and listen. Additionally, it was
observed that children quickly lost interest in the activity as they were required to wait for the teachers to
come around to each child and place glue on their paper before they could glue the pieces down.
37. Provisions for children with disabilities
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5.4 At this level of quality, parents and the teacher communicate daily, or almost daily, concerning how to
best meet the child's needs. The teacher reported that …..
PARENTS AND STAFF
39. Provisions for personal needs
3.4 The teacher works a full day and reported that there are no scheduled breaks; however, teachers may
take a break to attend to their personal needs when needed. Scheduled breaks support teachers in
addressing personal needs as well as serve as a way for them to regroup and de-stress, thus returning
to the classroom with renewed energy.
3.4 The expectation of this indicator is that at least 1 scheduled break is provided to staff. Scheduled breaks
support teachers in addressing personal needs, as well as, serve as a way for them to regroup and destress, thus returning to the classroom with renewed energy. Upon questioning, the teacher stated that
bathroom breaks are provided when needed but that she does not receive any scheduled breaks away
from the children.
5.2 Storage is “convenient” if it does not require the staff to leave the classroom. The teacher reported that
they use staff lockers in the hallway to store their personal belongings.
5.3 The teacher, who works a full time schedule, reported that she receives 1 break per day for lunch. At
this quality level a morning, midday, and afternoon break are scheduled daily for full time staff.
40. Provisions for professional needs of Staff
5.3 The teacher reported that the office may be used for conferences and group meetings. The office space
was small and did not have sufficient adult furnishings for group meetings.
5.3 The teacher reported that the classroom is used for parent conferences while children are in attendance.
Visual and auditory privacy cannot be assured and the dual use may make scheduling difficult. Please
see the All About the ECERS-R book for additional information on this quality indicator.
5.3 It was reported that group meetings would be held in a classroom after hours. However, few adult
furnishings are available and teachers sit on child-sized chairs. The expectation of this indicator is that
adult-sized seating is available.
5.3 The teacher stated that staff meetings and parent/teacher conferences are held at the children's tables.
At this level of quality, the expectation is for spaces used for adult meetings to allow for the use of adult
size furnishings. Additionally, visual and auditory privacy of this arrangement cannot be assured and the
dual use may make scheduling difficult. At higher quality levels, spaces used for parent meetings should
provide the setting needed for teachers and parents to have detailed conversations regarding their
child's development while children are in attendance without fear of being overheard by other children or
adults. Please see the All About the ECERS-R book for more information on this practice.
41. Staff interaction and cooperation
3.2 The expectation of this indicator is that the teachers' attention is on care giving responsibilities and
interacting with children. During free play, children were observed playing on one side of the classroom
while teachers prepared art projects and engaged in conversation with each other and the director on
the other side of the classroom.
42. Supervision and evaluation of staff
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5.1 The teacher reported that her supervisor is in and out of the room on a daily basis, attending to
administrative and custodial activities. During these times, she observes the teacher’s performance. The
emphasis of this indicator is that the supervisor devotes her time exclusively to the observation using
some established written evaluation criteria. Please see the PA Position Statement for this indicator.
43. Opportunities for professional growth
3.3 The expectation of this indicator is that all teachers participate in a staff meeting at least monthly. Upon
questioning, the director stated that although the program tries to hold staff meetings monthly,
sometimes staff meetings take place every other month.
GENERAL COMMENTS & NOTES:
Outlet Covers:
It was observed that (one, several, all) outlets were missing protective covers. The (site leadership, director,
teacher) was informed of the missing covers at the conclusion of the assessment. She affirmed that the
outlets were a safety type and do not require additional child protection devices; therefore, the absence of
protective covers was not considered in safety scoring decisions.
OR
It was observed that (one, several, all) outlets were missing protective covers. The (site leadership, director,
teacher) was informed of the missing covers at the conclusion of the assessment. The director reported the
outlets were not safety outlets. Although the issue was not reported to certification, the absence of the
protective covers was included in the safety scoring decision.
Space for gross motor & Safety practices:
The playground was not assessed for safety due to the heavy snow conditions. It should be noted that the
expectation for use of outdoor play spaces includes the timely removal of snow and ice. However, the
unusually heavy snow coverage was taken into consideration when scoring Item 34 indicator 3.3 and Item
35 indicator 3.1 and 5.1. The posted schedule and teacher report supported that the expectations of these
indicators are usually met; therefore the items were scored accordingly. (Please use this only in
circumstances that warrant it, which would be pretty rare like the unusual winter of 2010! You might want to
first check with a supervisor.)
Frozen mulch: The mulch on the playground was frozen and presented a hard surface which cannot be
considered as appropriate impact absorbing cushioning. Proper drainage is required for mulch to retain its
cushioning capabilities during freezing temperatures. Please see the Playground Information Sheet attached
to the PA Position Statements for additional information.
Meals/snacks:
Although the score for the item was not affected because hands were consistently washed before and after
meals and the tables were sanitized prior to meals, it was observed that children used their hands to serve
themselves animal crackers for snack. This was considered a lapse in sanitary procedures; however
utensils should be used whenever possible to avoid the spread of germs.
Bleach & Water Solution: The tables that the children used for meals were not properly sanitized. Teachers
were unclear about how the mixture is made and both reported that they estimate the amount of bleach and
water needed by sight and smell. This is not the proper procedure for creating a bleach and water sanitizing
solution. (Proper Ratio: 1/4 cup household bleach to one gallon of water or one tablespoon bleach to one
quart of water.)
Health practices:
“Too much” hand washing:
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It was observed that several children were asked to wash their hands (explain what you saw). The children
grew frustrated at being sent to wash numerous times. Hand washing generally needs to occur 75% of the
time and there is room for lapses to occur, as long as it is evident that these healthy practices are a part of
the classroom routine and have been taught to the children. For instance, if one or two children recontaminate their hands before meals, the children may or may not re-wash depending on several factors
ranging from the location of the sink to the disposition of a child. If they do not re-wash their hands, this may
be counted as a lapse in practice. However, if several children consistently re-contaminate their hands
during meal time routines, the program should focus on what factors may be causing this practice.
FOR STAR 4 Accredited sites:
PA Key Environment Rating Scales observations include consideration of the PA Position Statements which
are scoring decisions made for Pennsylvania’s quality initiatives. These statements can be found on the
Pennsylvania Key's website at http://www.pakeys.org/stars/ERS.aspx. This report also references the "All
About the ECERS-R" book which is written by the authors of the ECERS-R scale and adds valuable
information which is helpful for scoring the indicators. This book is available for free to any center that
attends the Keystone STARS ECERS-R course and submits a request using a self-addressed postcard
which is also distributed during the ECERS-R course. STAR 4 accredited sites are not required to attend
these courses, but it is helpful to do so in order to understand the requirements.
PKC rooms:
This program operates from (list times). Indicators requiring access for a substantial portion of the day
(SPOD) was based on xx hours of access for this xx hour program. (add hours for program observed)
Indicators that require 1 hour of access were prorated based on the total operating hours, equaling xx
minutes (add time for program observed) for this program.
It was observed that there were times when both PKC teachers were not present with the group. The
expectation is that both teachers are with the children during PKC instructional time. Since instructional time
requirements vary among PKC programs, it is recommended that the program leadership review the
schedule to affirm that this expectation is being met.
Revised 03.2010