Early Childhood Environment Rating Scale Revised Edition 2

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  early childhood environment rating scale revised edition 2: Early Childhood Environment Rating Scale (ECERS-3) Thelma Harms, Richard M. Clifford, Debby Cryer, 2014-11-01 The long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale®, ECERS-3, focuses on the full range of needs of preschool- and kindergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including: Cognitive Social-emotional Physical Health and safety ECERS-3 also includes additional Items assessing developmentally appropriate literacy and math activities. Designed for preschool, kindergarten, and child care classrooms serving children 3 through 5 years of age, ECERS-3: Provides a smooth transition for those already using ECERS-R. Emphasizes the role of the teacher in creating an environment conducive to developmental gains. Is designed to predict child outcomes more accurately and with greater precision. Provides a stronger method of distinguishing between good and truly excellent programs. Offers a complete training program with ongoing support available at the Environment Rating Scales Institute (ERSI) website (www.ersi.info). ECERS-3 is appropriate for state and district-wide QRIS and continuous improvement; program evaluation by directors and supervisors; teacher self-evaluation; monitoring by agency staff; and teacher education. The established reliability and long term evidence of validity of the ERS family of instruments make this new version of ECERS particularly useful for RTTT-ELC accountability and research. Suitable for use in inclusive and culturally diverse programs, ECERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Literacy Learning Activities Interaction Program Structure
  early childhood environment rating scale revised edition 2: Infant/Toddler Environment Rating Scale (ITERS-3) Thelma Harms, Debby Cryer, Richard M. Clifford, Noreen Yazejian, 2017-07-07 Building on extensive feedback from the field as well as vigorous new research on how best to support infant and toddler development and learning, the authors have revised and updated the widely used Infant/Toddler Environment Rating Scale. ITERS-3 is the next-generation assessment tool for use in center-based child care programs for infants and toddlers up to 36 months of age. ITERS-3 focuses on the full range of needs of infants and toddlers and provides a framework for improving program quality. Further, the scale assesses both environmental provisions and teacher-child interactions that affect the broad developmental milestones of infants and toddlers, including: language, cognitive, social-emotional and physical development, as well as concern for health and safety. ITERS-3 is appropriate for state- and district-wide QRIS and continuous quality improvement, program evaluation by directors and supervisors, teacher self-evaluation, monitoring by agency staff, and teacher training programs. The established reliability and validity of the scale make it particularly useful for research and program evaluation. While the approach to assessing quality and the scoring process remain the same for the new ITERS-3, users will find the following improvements informed by extensive use of the ITERS in the field and by the most recent research: Enhanced focus on interactions and the role of the teacher. Six new language and literacy Items. A new Item on beginning math experiences. Expanded age range to include children from birth to 36 months. A new approach to scoring based solely on observation of ongoing classroom activity (3-hour time sample). The elimination of the parents/staff subscale and teacher interviews, freeing up time for observing more actual classroom practice. Improved indicator scaling, providing more precise and useful scores for use in professional development and self-improvement. Reduced emphasis on the number of materials, along with greater emphasis on how materials are used to encourage learning. Suitable for use in inclusive and culturally diverse programs, ITERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Books Activities Interaction Program Structure
  early childhood environment rating scale revised edition 2: Family Day Care Rating Scale Thelma Harms, Richard M. Clifford, 1989 FDCRS consists of 32 items, organized under six major headings: Space and Furnishings for Care and Learning -- Basic Care -- Language and Reasoning -- Learning Activities -- Social Development -- Adult Needs. Eight additional items are included for rating a day care home's provisions for special-needs children. Each book contains one score sheet. Packages of 30 score sheets can be ordered separately.
  early childhood environment rating scale revised edition 2: School-age Care Environment Rating Scale Thelma Harms, Ellen Vineberg Jacobs, Donna Romano White, 1996-01 What are the components of high-quality care for school-age children? How can we tell the quality of care that is being provided on a daily basis? These are the challenges facing caregivers and parents as increasing numbers of school-age children are enrolled in before- and after-school programs. SACERS provides an easy to use resource for defining high-quality care and assessing levels of quality in child care programs offered by schools and other organizations. It consists of 49 items, organized under seven categories: Space and Furnishings; Health and Safety; Activities; Interactions; Program Structure; Staff Development: and Supplementary Items (for children with special needs). Full instructions for using the scale, a training guide, and notes clarifying selected items are included. In addition, one blank score sheet is provided in the center of each book. Packages of 30 score sheets may be ordered separately.
  early childhood environment rating scale revised edition 2: Infant/toddler Environment Rating Scale Thelma Harms, Debby Cryer, Richard M. Clifford, 2003 The ITERS-R is a thorough revision of the widely used program quality assessment instrument, The Infant/Toddler Environment Rating Scale. Designed for use in center-based child care programs for infants and toddlers up to 30 months of age, the ITERS-R can be used by program directors for supervision and program improvement, by teaching staff for self-assessment, by agency staff for monitoring, and in teacher training programs. The established reliability and validity of the scale make it particularly useful for research and program evaluation. Book jacket.
  early childhood environment rating scale revised edition 2: All about the ECERS-R Debby Cryer, Thelma Harms, Cathy Riley, 2003 This resoruce provides step by step instruction on how to design a quality day care environment. It should be used side by side with the ECERS-R, the scale used to develop and quantify quality standards in Canada, the USA, and abroad. It includes the How, What and Why for Each indicator, seven sub-scale items, step-by-step instructions, and over 700 colour photos. The usage of this book can ensure accurate ECERS-R assessment by: early childhood practitioners, to improve classroom quality; technical staff, wanting to provide guidance to practitioners; licensing staff, who need to evaluate the quality of a program; and researchers, who need to use the scale correctly and reliably. The format is organized to match the format of the assessment, by subscale, item and indicator. They provide clear, print explanations of how each indicator within each item is to be interpreted.
  early childhood environment rating scale revised edition 2: ECERS-E with Planning Notes Kathy Sylva, Iram Siraj, Brenda Taggart, 2010-11-22 ECERS-E is designed to be used with the Early Childhood Rating Scale-Revised (ECERS-R), an internationally recognized measure of quality in education and care written by Thelma Harms, Richard M. Clifford, and Debby Cryer. It not only complements the ECERS-R but extends the scales to provide additional insights into important aspects of literacy, mathematics, science and environment, as well as practices related to issues of diversity. Given the current focus on emerging literacy and numeracy skills, the ECERS-E provides unique guidance on the kinds of environments that enhance learning in preschool settings. The curriculum domains within the scales bear important relationships to children’s (age 3–5) cognitive and social/behavioral developmental outcomes. Using the ECERS-E alongside the ECERS-R gives users a more complete picture of what a high-quality early childhood education program can look like. It can be used by program directors, teaching staff, agency staff, and in teacher training programs. Convenient organization: Literacy Items: Print in the environment Book and literacy areas Adults reading with children Sounds in words Emergent writing/mark making Talking and listening Mathematics Items: Counting and application of counting Reading and representing simple numbers Activities: Shape Activities: Sorting, matching and comparing Science and Environment Items: Natural materials Areas featuring science/science materials Activities: Non living Activities: Living processes Activities: Food preparation Diversity Items: Planning for individual learning needs Gender equality and awareness Race equality and awareness
  early childhood environment rating scale revised edition 2: Program Administration Scale (PAS) Teri N. Talan, Paula Jorde Bloom, 2011-10-15 Research has consistently found that effective administrative practices are crucial for ensuring beneficial program outcomes for children and families. The Program Administration Scale (PAS) is designed to reliably measure and improve the leadership and management practices of center-based programs—the only instrument of its kind to focus exclusively on organization-wide administrative issues. Using a 7-point rating scale (inadequate to excellent), this easy-to-use instrument assesses 25 items grouped into 10 categories: human resources development, personnel cost and allocation, center operations, child assessment, fiscal management, program planning and evaluation, family partnerships, marketing and public relations, technology, and staff qualifications. This new second edition of the PAS includes minor refinements to support the reliable use of the instrument and to reflect current best practices in early childhood administration. The Notes and Guiding Questions for the PAS items are expanded to increase understanding and facilitate greater consistency in scoring. Emphasis is placed on administrative practices that support family partnership, inclusion, cultural sensitivity, and linguistic diversity. Routines that demonstrate distributed leadership are measured. The focus in technology is on practices that promote effective communication, collaboration, and continuous learning.
  early childhood environment rating scale revised edition 2: Coaching with ECERS Holly Seplocha, 2018-11-16 ECERS is widely used in the United States and internationally to assess the overall quality of preschool and kindergarten classrooms and to provide a framework for continuous quality improvement. This new book in the ERS® Family presents best practices to help coaches build trusting relationships with teachers, program directors, and administrators that will improve classroom environments and teaching practices. By using ECERS-3 and ECERS-R as a coaching tool, Holly Seplocha shows coaches and teachers how to work together to implement what is best for children. Each ECERS subscale chapter offers suggestions for quick and easy solutions, as well as strategies for classroom change that generally take more time for teachers to understand and incorporate into daily practice. This resource also includes guidance and activities for facilitating group meetings, professional learning communities, and staff workshops. Coaching with ECERS will help refine classroom practices and environments so that scores will rise, not just for the day, but for every day. Book Features: Outlines the nuts and bolts of coaching with ECERS in a way that has meaning and impacts classroom practice. Provides an overview of adult learning and coaching strategies, incorporating techniques for coaching novice and experienced teachers, as well as administrators. Examines the diversity of roles, from peer coaching to coaching from the inside or outside of the program, to administrators and supervisors who coach within their role. Presents the case for building onsite program capacity for coaches who target their efforts with administrators. Offers hands-on advice, strategies, and tools including “ECERS Tips” and No, No, Never, Nevers, as well as helpful resources to support coaches and administrators.
  early childhood environment rating scale revised edition 2: Early Childhood Assessment National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Board on Children, Youth, and Families, Committee on Developmental Outcomes and Assessments for Young Children, 2008-12-21 The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.
  early childhood environment rating scale revised edition 2: Video Guide and Training Workbook for Early Childhood Environment Rating Scale Thelma Harms, Debby Cryer, 1999 This 16-page workbook contains training activities for use with .
  early childhood environment rating scale revised edition 2: Movement Environment Rating Scale (MOVERS) for 2-6-year-olds Provision Carol Archer, Iram Siraj, 2017 The book presents a new method of measuring the quality of environment and pedagogy in which young children are encouraged to move and be physically active. It applies the methodology used in the ECERS-E and SSTEW rating scales, making it easy for educators already familiar with these well-established scales to adopt.
  early childhood environment rating scale revised edition 2: The General Educator's Guide to Special Education Jody L. Maanum, 2009-03-26 Provides information on disability categories, the referral and placement process, teaching strategies, and behavioral adaptations to the curriculum.
  early childhood environment rating scale revised edition 2: Explorations with Young Children Anne W. Mitchell, Judy David, 1992 Explorations provides an integrated approach to the preschool curriculum, giving teachers a framework to use in developing activities which respond to the individual needs and interests of their children.
  early childhood environment rating scale revised edition 2: Business Administration Scale for Family Child Care (BAS) Teri N. Talan, Paula Jorde Bloom, 2018-05-18 The Business Administration Scale for Family Child Care (BAS) is the first valid and reliable tool for measuring and improving the overall quality of business and professional practices in family child care settings. It is applicable for multiple uses, including program self-improvement, technical assistance and monitoring, training, research and evaluation, and public awareness. It is currently embedded in many state quality rating and improvement systems (QRIS) across the nation. Using a 7-point rating scale (inadequate to excellent), this easy-to-use instrument assesses 10 items: Qualifications and Professional Development Income and Benefits Work Environment Fiscal Management Recordkeeping Provider-Family Communication Family Support and Engagement Marketing and Community Relations Provider as Employer The second edition of the BAS includes refinements to support the reliable use of the instrument and to reflect current best practices in administering a family child care program: The Notes for the BAS items are expanded to increase understanding and facilitate greater consistency in both interpretation and scoring. There is greater emphasis on practices that promote family and community engagement. New national norms for the BAS are reported based on data collected between 2009 and 2017 from 439 home-based programs in 22 states. Use the BAS second edition with the Family Child Care Environment Rating Scale (FCCERS-3 or FCCERS-R) for a comprehensive picture of your family child care learning environment and the business and professional practices that support the program.
  early childhood environment rating scale revised edition 2: Video Guide and Training Workbook for the ITERS-R Thelma Harms, Debby Cryer, 2003-05-08 The activities in this 24-page workbook prepare instructors to accurately use the ITERS-R, including explanations for the scoring system, terms used throughout the Scale, protocols for observation, sample situations for scoring practice, and more. This Workbook is to be used in conjunction with the Video Observation for the ITERS DVD, as part of a complete training package. Each participant will require a personal copy of the Video Guide and Training Workbook, which can be reproduced for use in the classroom for educational purposes only.
  early childhood environment rating scale revised edition 2: Preschool Assessment Marla R. Brassard, Ann E. Boehm, 2011-06-08 Comprehensive and user friendly, this ideal professional reference and graduate text provides a developmentally informed framework for assessing 3- to 6-year-olds in accordance with current best practices and IDEA 2004 guidelines. The authors are leading clinician-researchers who take the reader step by step through selecting appropriate measures, integrating data from a variety of sources, and using the results to plan and evaluate effective interventions and learning experiences. Coverage encompasses screening and assessment of cognitive, linguistic, emotional, and behavioral difficulties, including mental retardation and autism. Case studies illustrate key facets of assessing diverse children and families; appendices offer concise reviews of over 100 instruments.
  early childhood environment rating scale revised edition 2: Basics of Assessment Oralie McAfee, Deborah Leong, Elena Bodrova, 2004 Overviews basic child assessment concepts
  early childhood environment rating scale revised edition 2: Leading Change John P. Kotter, 2012 From the ill-fated dot-com bubble to unprecedented merger and acquisition activity to scandal, greed, and, ultimately, recession -- we've learned that widespread and difficult change is no longer the exception. By outlining the process organizations have used to achieve transformational goals and by identifying where and how even top performers derail during the change process, Kotter provides a practical resource for leaders and managers charged with making change initiatives work.
  early childhood environment rating scale revised edition 2: Medical Emergencies in Early Childhood and School-Age Settings Redleaf Press, 2016-03-10 Updated 2015 American Heart Association CPR & ECC guidelines. Get tips on prevention, advice on when to call paramedics, and crucial step-by-step instructions for a medical emergency. Spiral-bound to quickly find what you need and to stay open in an emergency. Reviewed by medical experts for accuracy.
  early childhood environment rating scale revised edition 2: Assessing and Guiding Young Children's Development and Learning Oralie McAfee, Deborah J. Leong, Elena Bodrova, 2015-04-20 Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134057252. How to do authentic classroom-based assessment, interpret the information, and use it to plan curriculum that is responsive to and supportive of children’s learning. This book is designed to help teachers conduct authentic, early childhood, classroom-based assessment, interpret the information that’s gathered, and ultimately use the information to plan responsive, supportive curriculum that ensures optimal learning for children, ages three to eight. The authors include coverage of the teacher’s legal, ethical, and professional responsibilities in assessment; how to organize for summary assessment and formative assessment; how to understand standardized assessments; and how to communicate with parents. A special appendix helps teachers design assessments in all developmental domains and includes suggested behaviors to observe and charts to help teachers identify the next steps in learning and development. The Sixth Edition of Assessing and Guiding Young Children’s Development and Learning has been revised and updated to reflect the rapidly developing concepts of appropriate assessment, expected educational outcomes, the way young children develop and learn, how the authentic assessment process relates to the use of formal state-mandated assessments, and the early childhood teacher’s assessment responsibilities. The Enhanced Pearson eText features embedded video and assessments. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.
  early childhood environment rating scale revised edition 2: Dare to Lead Brené Brown, 2018-10-09 #1 NEW YORK TIMES BESTSELLER • Brené Brown has taught us what it means to dare greatly, rise strong, and brave the wilderness. Now, based on new research conducted with leaders, change makers, and culture shifters, she’s showing us how to put those ideas into practice so we can step up and lead. Don’t miss the five-part Max docuseries Brené Brown: Atlas of the Heart! ONE OF BLOOMBERG’S BEST BOOKS OF THE YEAR Leadership is not about titles, status, and wielding power. A leader is anyone who takes responsibility for recognizing the potential in people and ideas, and has the courage to develop that potential. When we dare to lead, we don’t pretend to have the right answers; we stay curious and ask the right questions. We don’t see power as finite and hoard it; we know that power becomes infinite when we share it with others. We don’t avoid difficult conversations and situations; we lean into vulnerability when it’s necessary to do good work. But daring leadership in a culture defined by scarcity, fear, and uncertainty requires skill-building around traits that are deeply and uniquely human. The irony is that we’re choosing not to invest in developing the hearts and minds of leaders at the exact same time as we’re scrambling to figure out what we have to offer that machines and AI can’t do better and faster. What can we do better? Empathy, connection, and courage, to start. Four-time #1 New York Times bestselling author Brené Brown has spent the past two decades studying the emotions and experiences that give meaning to our lives, and the past seven years working with transformative leaders and teams spanning the globe. She found that leaders in organizations ranging from small entrepreneurial startups and family-owned businesses to nonprofits, civic organizations, and Fortune 50 companies all ask the same question: How do you cultivate braver, more daring leaders, and how do you embed the value of courage in your culture? In Dare to Lead, Brown uses research, stories, and examples to answer these questions in the no-BS style that millions of readers have come to expect and love. Brown writes, “One of the most important findings of my career is that daring leadership is a collection of four skill sets that are 100 percent teachable, observable, and measurable. It’s learning and unlearning that requires brave work, tough conversations, and showing up with your whole heart. Easy? No. Because choosing courage over comfort is not always our default. Worth it? Always. We want to be brave with our lives and our work. It’s why we’re here.” Whether you’ve read Daring Greatly and Rising Strong or you’re new to Brené Brown’s work, this book is for anyone who wants to step up and into brave leadership.
  early childhood environment rating scale revised edition 2: Head Start Program Performance Standards United States. Office of Child Development, 1975
  early childhood environment rating scale revised edition 2: Laudato Si Pope Francis, 2015-07-18 “In the heart of this world, the Lord of life, who loves us so much, is always present. He does not abandon us, he does not leave us alone, for he has united himself definitively to our earth, and his love constantly impels us to find new ways forward. Praise be to him!” – Pope Francis, Laudato Si’ In his second encyclical, Laudato Si’: On the Care of Our Common Home, Pope Francis draws all Christians into a dialogue with every person on the planet about our common home. We as human beings are united by the concern for our planet, and every living thing that dwells on it, especially the poorest and most vulnerable. Pope Francis’ letter joins the body of the Church’s social and moral teaching, draws on the best scientific research, providing the foundation for “the ethical and spiritual itinerary that follows.” Laudato Si’ outlines: The current state of our “common home” The Gospel message as seen through creation The human causes of the ecological crisis Ecology and the common good Pope Francis’ call to action for each of us Our Sunday Visitor has included discussion questions, making it perfect for individual or group study, leading all Catholics and Christians into a deeper understanding of the importance of this teaching.
  early childhood environment rating scale revised edition 2: From Neurons to Neighborhoods National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on Integrating the Science of Early Childhood Development, 2000-11-13 How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of expertise. The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about brain wiring and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.
  early childhood environment rating scale revised edition 2: DC: 0-5 , 2016-11-01
  early childhood environment rating scale revised edition 2: Spaces for Children T.G. David, C.S. Weinstein, 2013-11-11 As a developmental psychologist with a strong interest in children's re sponse to the physical environment, I take particular pleasure in writing a foreword to the present volume. It provides impressive evidence of the con cern that workers in environmental psychology and environmental design are displaying for the child as a user of the designed environment and indi cates a recognition of the need to apply theory and findings from develop mental and environmental psychology to the design of environments for children. This seems to me to mark a shift in focus and concern from the earlier days of the interaction between environmental designers and psy chologists that occurred some two decades ago and provided the impetus for the establishment of environmental psychology as a subdiscipline. Whether because children-though they are consumers of designed environments are not the architect's clients or because it seemed easier to work with adults who could be asked to make ratings of environmental spaces and comment on them at length, a focus on the child in interaction with en vironments was comparatively slow in developing in the field of environ ment and behavior. As the chapters of the present volume indicate, that situation is no longer true today, and this is a change that all concerned with the well-being and optimal functioning of children will welcome.
  early childhood environment rating scale revised edition 2: Assessing Quality in Early Childhood Education and Care Iram Siraj, Denise Kingston, Edward Melhuish, 2015-02-27 The sustained shared thinking and emotional well-being (SSTEW) scale is designed to consider some of the intentional and relational pedagogical strategies strongly associated with child outcomes. It considers practice that supports children aged between two and five years of age in developing skills in sustained shared thinking and emotional well-being, as well as developing strong relationships, effective communication and aspects of self-regulation. It is designed to be used for research, self-evaluation and improvement, audit and regulation. Using the SSTEW scale alongside other environment scales (including ECERS-E, ECERS-R or ITERS-R) gives users a more complete picture of what high-quality early childhood education and care can look like. It is aspirational in that it considers high quality pedagogy and practice. It can be used by researchers, heads of centers, managers, teaching staff and practitioners, as well as advisory staff and in professional development.
  early childhood environment rating scale revised edition 2: Guidelines for Early Learning in Child Care Home Settings John McLean, Tom Cole, 2010
  early childhood environment rating scale revised edition 2: Occupational Therapy Practice Framework: Domain and Process Aota, 2014 As occupational therapy celebrates its centennial in 2017, attention returns to the profession's founding belief in the value of therapeutic occupations as a way to remediate illness and maintain health. The founders emphasized the importance of establishing a therapeutic relationship with each client and designing an intervention plan based on the knowledge about a client's context and environment, values, goals, and needs. Using today's lexicon, the profession's founders proposed a vision for the profession that was occupation based, client centered, and evidence based--the vision articulated in the third edition of the Occupational Therapy Practice Framework: Domain and Process. The Framework is a must-have official document from the American Occupational Therapy Association. Intended for occupational therapy practitioners and students, other health care professionals, educators, researchers, payers, and consumers, the Framework summarizes the interrelated constructs that describe occupational therapy practice. In addition to the creation of a new preface to set the tone for the work, this new edition includes the following highlights: a redefinition of the overarching statement describing occupational therapy's domain; a new definition of clients that includes persons, groups, and populations; further delineation of the profession's relationship to organizations; inclusion of activity demands as part of the process; and even more up-to-date analysis and guidance for today's occupational therapy practitioners. Achieving health, well-being, and participation in life through engagement in occupation is the overarching statement that describes the domain and process of occupational therapy in the fullest sense. The Framework can provide the structure and guidance that practitioners can use to meet this important goal.
  early childhood environment rating scale revised edition 2: Child Care Handbook , 1980
  early childhood environment rating scale revised edition 2: Supporting Play in Early Childhood Dorothy Justus Sluss, 2015 Supporting Play in Early Childhood: Environment, Curriculum, Assessment, Second Edition, is based on the premise that play should guide curriculum development because children learn through play. With a focus on why and how to teach children through play, this text is aimed at educating current and future teachers of children from birth through age eight.--Publisher's website.
  early childhood environment rating scale revised edition 2: Assessment, Evaluation, and Programming System Diane D. Bricker, J J Johnson, Kristie Pretti-Frontczak, PH.D., Kristine Slentz, Elizabeth Straka, 2002-08 Much more than a measurement tool, the activity-based, field-tested AEPS links assessment, intervention, and evaluation for children from birth to 6 years who have disabilities or are at risk for developmental delays. With this reorganized, extensively updated second edition, early intervention professionals can assess and monitor six key developmental areas in young children: fine motor, gross motor, cognitive, adaptive, social-communication, and social. AEPS helps identify educational targets tailored for each child's needs, formulate developmentally appropriate goals, conduct evaluations to ensure interventions are working, and involve families in the whole process. AEPS Test results can also be used as a corroborating second source for determining a child's eligibility for services. AEPS components include - AEPS Administration Guide. This guide includes a Quick Start section that makes AEPS easier for new users; instructions on collecting data and translating test results into IFSP/IEP goals and objectives; and guidelines for involving families, fostering team collaboration, and linking assessment, intervention, and evaluation. Appendices detail the psychometric properties of AEPS and include photocopiable data recording forms. - AEPS Test: Birth to Three Years & Three to Six Years. The AEPS Test helps gather assessment data for one child or a group of children in home- or center-based settings. The tests for both age levels are divided into six developmental areas, each subdivided into strands of general skill areas, goals made up of skills in those areas, and objectives made up of smaller skills that build up to the goals. Professionals assess each area while childrenand their caregivers engage in everyday activities. Then, with the Child Observation Data Recording Form, professionals score each item with 0 (does not pass), 1 (inconsistent performance), or 2 (passes consistently). To supplement the scores, professionals can choose from five qualifying notes and add more specific comments. This multi-part scoring process lets users pinpoint what children can do, identify areas that need attention, and use that information as a starting point to develop IFSP/IEP goals and objectives. The Child Progress Record helps professionals create a visual display of the child's abilities and development by shading in goals the child has met, and the Family Report allows caregivers to add their own input. - AEPS Curriculum for Birth to Three Years and AEPS Curriculum for Three to Six Years. These two curricula allow professionals to match the child's IFSP/IEP goals and objectives with age-appropriate, activity-based interventions that correspond to the six areas scored on the AEPS Test. Because the test and curricula use the same numbering system, users can easily locate activities in the curricula that correspond to specific goals and objectives identified with the test--a feature that also helps with ongoing evaluation. In both volumes, professionals will find sample teaching tactics, instructional sequences, recommendations for environmental arrangements, and strategies for incorporating the activities into the child's daily routine. To reflect the individual learning styles many children acquire by 3 to 6 years of age, the Curriculum for Three to Six Years is more flexible--it provides general intervention considerations and suggested activities ratherthan specific instructional sequences. - AEPS Forms. Forms are sold separately in paper format or as a complete set on CD-ROM. The Formas AEPS CD-ROM is the only place AEPS users will find Spanish translations of the forms. The English version of the CD-ROM includes an exclusive bonus set of Child Observation Data Recording Forms that describe what to look for when assessing the child, so there's no need to look these criteria up in the AEPS volumes.
  early childhood environment rating scale revised edition 2: Diagnostic and Statistical Manual of Mental Disorders (DSM-5) American Psychiatric Association, 2021-09-24
  early childhood environment rating scale revised edition 2: Head Start Impact Michael J. Puma, 2006 Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
  early childhood environment rating scale revised edition 2: Infant/toddler Learning & Development Program Guidelines Faye Ong, 2006
  early childhood environment rating scale revised edition 2: Creative Curriculum Teaching Strategies, Gryphon House, Delmar Thomson Learning, 1988-01-01 The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice.
  early childhood environment rating scale revised edition 2: InTASC Model Core Teaching Standards The Council of Chief State School Officers, 2011-05-31 These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts. They are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next generation learners. This document incorporates changes from a public feedback period in July 2010.
  early childhood environment rating scale revised edition 2: Handbook of Research Methods in Early Childhood Education - Volume 2 Olivia Saracho, 2014-10-01 The Handbook of Research Methods in Early Childhood Education brings together in one source research techniques that researchers can use to collect data for studies that contribute to the knowledge in early childhood education. To conduct valid and reliable studies, researchers need to be knowledgeable about numerous research methodologies. The Handbook primarily addresses the researchers, scholars, and graduate or advanced undergraduate students who are preparing to conduct research in early childhood education. It provides them with the intellectual resources that will help them join the cadre of early childhood education researchers and scholars. The purpose of the Handbook is to prepare and guide researchers to achieve a high level of competence and sophistication, to avoid past mistakes, and to benefit from the best researchers in the field. This Handbook is also useful to university professors who conduct research and prepare student researchers in early childhood education. It aims to improve the researchers’ conceptual and methodological abilities in early childhood education. Thus, the Handbook can be used as a guide that focuses on important contemporary research methodologies in early childhood education and describes them to offer researchers the necessary information to use these methodologies appropriately. This Handbook is designed to be used by students of early childhood education at all levels of professional development as well as mature scholars who want to conduct research in areas needing more in-depth study. It is hoped that this Handbook of Research Methods in Early Childhood Education will serve the needs of many in the research community. Scholars seeking the current state of research knowledge in various areas should find this volume useful. Similarly, practitioners who are trying to seek knowledge of research and its practical implications should find this volume helpful as well. This Handbook with its individual chapters presents several research methodologies to address a variety of hypotheses or research questions that will contribute to the knowledge of the field in early childhood education.
  early childhood environment rating scale revised edition 2: Assessing Quality in the Early Years Kathy Sylva, Iram Siraj-Blatchford, Brenda Taggart, 2003 The Early Childhood Environmental Rating Scale - Extension (ECERS-E) has been developed by Kathy Sylva, Iram Sraj-Batchford and Brenda Taggart as an instrument to measure quality in literacy, numeracy, science and diversity, as observable in pre-school settings. The scales are in accord with the United Kingdom1s Foundation Stage Curriculum. ECERS-E complements the Early Childhood Environmental Rating Scales-Revised (ECERS-R), an internationally recognised measure of quality in education and care. Although originally devised as a research tool, the scales have been used by early years practitioners during self audits to determine quality of provision. This practical handbook will be of interest to all those concerned with providing a quality environment in which young children1s learning can flourish.
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