Updates and Questions about the ECERS-R

NC Rated License Assessment Project

Overview for Today’s Session

• Reminders about key terms and

definitions of the ECERS-R

• Commonly missed items/indicators

• Important Resources

• Question and Answer Time

Pay Attention to Important Words/Phrases:

• Appropriate (Age, Dev. Level, Images)

• Weather Permitting

• Accessibility

• Times when materials are accessible– Substantial Portion of the Day (ECERS-R)

• Many, Some, Few

• Variety/Different Categories

• Child-sized

Photo by Nicole Wyrick

“Children can reach and use materials, furnishings, equipment…”

-ECERS-R page 6

Accessibility (ECERS-R)

Accessibility at the Minimal Level (3) on ECERS-R(or other items requiring 1 hour a day)

• 1 hour daily requirement is for programs 8 hours or more

• Less than 8 hour/day programs:Number of hours in operation 6

hrs.7

hrs.Minutes required for accessibility 45 50

Substantial Portion of the DaySubstantial Portion of the Day

“One third the time children are in attendance”

page 6 of ECERS-R

For example, a 12 hour program requires accessibility to materials and furnishings for at least 4 hours.

S.P.O.D. is important because it affects 11 items on the scale! (Chart on page 12 of score sheet)

3. Furnishings for relaxation and comfort

5. Space for privacy

15. Books and pictures

19. Fine motor

20. Art

22. Blocks

24. Dramatic play

25. Nature/science

26. Math/number

34. Schedule

35. Free play

Substantial Portion of the Day for ECERS-R

Math/number for ECERS-R

Many materials (3-5) of various types accessible.

Types include: 1.Counting,

2. Measuring,

3. Comparing quantities,

4. Recognizing shapes,

5. Familiarity with written numbers

Child-sized tables and chairs for play/learning and routines.

Need original pictures for this…

Most Frequently Missed Items

For all scales: Remember positive interactions and supportive language- Every day!

• The scale defines indicators of quality for language & interactions.

• Review those items/subscales

Lower Scoring Items

14. Safety

1st

Common difficulties for indicator 3.1- 

•mulch or sand is not deep enough (inadequate cushioning)

•uncovered electrical outlets (e.g., strip outlets near computer)

•spacing of equipment is too close (inadequate fall zones).

Lower Scoring Items

7. Space for gross motor

2nd

Common difficulties for indicator 3.2- 

•mulch is not deep enough (inadequate cushioning)

• inadequate fall zones

Lower Scoring Items

10. Meals/snacks

3rd

Common difficulties for indicator 3.3-

•recontamination after hand washing

•not letting sanitizer dry after application for at least 2 minutes

Lower Scoring Items

11. Nap/rest

4th

Common difficulties for indicator 3.2-•Spacing of cots/mats too close (must be 18” for indicator 3.2)•Cots/mats not stored appropriately•Soft toys from the classroom used for nap, rather than personal toys.

Common difficulties for indicator 5.3-•Spacing of cots/mats too close (must be 36” for indicator 5.3)

L-shape placementFor L-shape placement of cots and mats, make sure the closest

placement meets the 36 inches requirement.

Is this area 36 inches apart?

How high should the solid barrier be?

• There is not a specific height for a solid barrier between cots and mats.

• The barrier must be tall enough to block air flow between resting children,

• and allow for safe supervision of resting children.

• The barrier should extend the full length of the cots and mats.

Other considerations

• Make sure sheets and blankets are stored appropriately.

• Allow children to rest with personal soft furnishings/toys, instead of soft toys/furnishings that are used by the group in the classroom.

• If mats/cots are placed on the floor before children wash hands/toilet/engage in routines, watch out for children walking across mats. Ex. mats placed in the traffic pathways from the table to the bathroom.

Lower Scoring Items

12. Toileting/diapering

5th

Common difficulties for indicator 3.1-•Same sink •Issues with diaper changing procedures

Lower Scoring Items

13. Health practice

6th

Common difficulty for indicator 3.1-•Hand washing did not occur at least 75% of the time as needed.

Upon arrival to school, re-entry

to room

After messy play (finger

painting, before & after water

play)

After contact with bodily

fluids

After contact with

contaminated surfaces (trash can lids, pets)

Photo by Nicole Wyrick

Health, Sanitation, and Safety- Keep in Mind

– Practice vs. Lapse (75% of the time)

– Waterless wash & wipes (Can be used under certain circumstances)

Lower Scoring Items

34. Schedule

7th

Common difficulty for indicator 5.4-•Children wait for more than 3 minutes without activity.

Common difficulty for indicator 3.3-•Children do not go outside daily, weather permitting.

Weather Permitting…

Photo by NRLAP

Weather Permitting?

Weather Permitting means children go outdoors every day, unless there

is active precipitation, a weather advisory, or public announcements related to unsafe health conditions.

Some Ideas for Making Outdoor Play an Everyday Event, Weather

Permitting!

Modify as needed

Photo by Wendy Banning

Photo by Nicole Wyrick

Lower Scoring Items

22. Blocks

8th

Common difficulty for indicator 5.3-•Materials other than blocks and accessories are present in the area and distract from block play.

Common difficulty for indicator 5.4-•Blocks not accessible for SPOD and/or other indicators did not earn credit so 5.4 does not as well.

What is the focus of this block area?

Art materials

Pretend play toys

Several fine motor toys

Large interlocking materials (fine motor)

Need original picture to illustrate an area that clearly does not meet the block requirements.

Make sure- space for play, blocks, and accessories

Blocks- units, large hollows, homemade blocksAccessories- enhance play, but not focus of play

Need an image that shows a shelf with many units and/or cardboard blocks, and/or hollows with appropriate accessories.

Lower Scoring Items

4. Room arrangement for play

9th

Common difficulty for indicator 5.2-•Active play areas such as the music, block or dramatic play area are placed beside quiet play spaces like the book, cozy or listening center.

How teachers and directors can prepare

• Read the appropriate scale

• Conduct practice observations (feel more at ease)

• Have paperwork ready when assessors arrive

• Discuss the interview process

• Guide the classroom as any other day- Quality everyday!

• Use the Assessment Report as a resource for goal-setting/ enhancement

• Make sure to implement any changes well before the assessment date.

• Consider a webinar or information downloads from

the NCRLAP website.

More ideas for preparing

Important Resources

• NC Additional notes (ncrlap.org) (notes are updated 2 times per year)

• Supplemental itemsNCRLAP’s Requirements for Gross Motor Space and

EquipmentMeal Guidelines- Ages 1-12 and/or

Infant Meal Guidelines- Ages 0-11 Months

• Caring for Our Children

Contact Information:

ncrlap.org1-866-NCRLAP

Photo by Nicole Wyrick

Questions?

Photo by Nicole Wyrick