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| iters and ecers training: 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 |
| iters and ecers training: 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 |
| iters and ecers training: 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. |
| iters and ecers training: 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. |
| iters and ecers training: 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. |
| iters and ecers training: A Guide to Analyzing and Interpreting ECERS-3 Data Richard M. Clifford, Noreen Yazejian, Wonkyung Jang, Dari Jigjidsuren, 2021 Early childhood is a crucial stage in a child’s life, and aspects of the environment in the physical, social-emotional, cognitive, and health and safety domains all play important roles in shaping children’s development during these early years. Having a valid and reliable measure of the quality of these aspects of children’s care settings is critical. The Early Childhood Environment Rating Scale (ECERS-3) is the leading research-based instrument for examining these influential global factors that directly impact children in early childhood environments. In this new guide, readers will find an in-depth description of both the conceptual model underlying the ECERS-3 and innovative ways of analyzing data for a fuller understanding of what can be done with the scale and why it is integral to the evaluation of early care and education. The authors analyze a large database of classroom observations to help ECERS-3 users better understand, interpret, and utilize their own findings. Readers will also see how components of their ECERS-3 data relate to one another, within and across subscales, and within the scale as a whole. A Guide to Analyzing and Interpreting ECERS-3 Data will assist program directors, agency administrators, preK–K teaching coaches/mentors, school principals, researchers, and others who use the ECERS-3 to more successfully document, interpret, and analyze the quality of essential influential factors in an early learning setting. This resource will help guide program improvement initiatives with insight into what is needed for children’s development and learning. Book Features: Provides a framework for thinking about how early childhood care and education learning environments fit into the larger picture of influences on children’s development.Presents a theory of change that combines understanding how children learn and develop with how early education and care affect long-term outcomes.Analyzes what ECERS-3 data looks like for a large sample of classrooms and by different child and teacher characteristics. |
| iters and ecers training: 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. |
| iters and ecers training: 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 |
| iters and ecers training: Leading for Change in Early Care and Education Anne L. Douglass, 2017 Featuring both research findings and practical recommendations, this book presents an innovative framework for nurturing leadership in the care and education of young children. Early educators are often seen as the objects of change, rather than the architects and co-creators of change. Douglass calls for a paradigm shift in thinking that challenges many long-held stereotypes about the early care and education workforce’s capacity to lead change. Case studies show how educators use their expertise every day to make a difference in the lives of children and families. These accounts demonstrate concrete strategies for expanding current thinking about who can be leaders for change and for developing more inclusive pathways for leadership. This book has the potential to revolutionize the field with a new model for developing and nurturing innovative, entrepreneurial, and skilled early educator leaders capable of driving transformative change—from classrooms and home-based programs to communities and beyond. “Douglass boldly calls for a re-envisioning of access to leadership in early care and education.” —From the Foreword by Lea J. E. Austin, co-director, Center for the Study of Child Care Employment “Provides a new and motivating lens for improving early childhood education ‘on the ground.’ This is a welcome and significant contribution to the field.” —Stacie G. Goffin, principal, Goffin Strategy Group “Offers a new framework for thinking about leadership development, including research findings and practical recommendations to create clear pathways and a supportive ecosystem.” —Marilou Hyson, consultant, Early Childhood Development and Education |
| iters and ecers training: Teaching STEM in the Preschool Classroom Alissa A. Lange, Kimberly Brenneman, Hagit Mano, 2019 This book is designed to build educators’ confidence and competence so they can bring STEM to life with young children. The authors encourage pre–K teachers to discover the value of engaging preschoolers in scientific inquiry, technological explorations, engineering challenges, and math experiences based on learning trajectories. They explain the big ideas in STEM, emphasizing teaching strategies that support these activities (such as language-rich STEM interactions), and describe ways to integrate concepts across disciplines. The text features research-based resources, examples of field-tested activities, and highlights from the classroom. Drawing from a professional development model that was developed with funding from the National Science Foundation, this book is an essential resource for anyone who wants to support preschool children to be STEM thinkers and doers. “I have read a lot of really good early childhood science education books over the years, and as far as I am concerned, this is the best one yet.” —From the Foreword by Betty Zan, University of Northern Iowa “This excellent book shows that the important ideas of STEM are within every teacher’s and child’s grasp.” —Douglas Clements, University of Denver “Teaches STEM content while sharing strategies for robust and developmentally appropriate instructional practice. This book is the real deal!” —Beth Graue, University of Wisconsin–Madison |
| iters and ecers training: STEM Learning with Young Children Shelly Counsell, Lawrence Escalada, Rosemary Geiken, Melissa Sander, Jill Uhlenberg, Beth Van Meeteren, Sonia Yoshizawa, Betty Zan, 2016 This teacher’s guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3–8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy. This guide helps teachers to: Structure and organize an engaging STEM learning environment. Understand and promote logical-mathematical and scientific thinking during investigations. Promote social settings that enhance communication, cooperation, and collaboration. Make the necessary accommodations and modifications for diverse learners. Integrate STEM concepts and skills with other content areas. Align teaching and learning with Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS). Assess STEM learning using formative and summative assessments. Establish adult learning communities to support ongoing professional development. Help children develop habits and behaviors that contribute to positive attitudes toward STEM. This one-of-a-kind resource uses a newly created Inquiry Teaching Model (ITM) as the conceptual framework and devotes specific attention to the importance of an inclusive and social, STEM learning environment in which children are free to collaborate, take risks, and investigate within the context of exploratory and constructive play. |
| iters and ecers training: Head Start Program Performance Standards United States. Office of Child Development, 1975 |
| iters and ecers training: Leading Anti-Bias Early Childhood Programs Louise Derman-Sparks, Debbie LeeKeenan, John Nimmo, 2023 The book offers principles and guidelines for program-wide transformation in the early childhood education field: Professional development activities for teachers at all levels of awareness and experience in anti-bias education. Approaches for engaging with families around social justice values. Strategies for supporting and strengthening the leader's ability to initiate and sustain anti-bias change. Support for leaders in embracing and negotiating positive conflict and responding to opposition to anti-bias change. Tools for documenting a program's readiness for and progress in anti-bias education-- |
| iters and ecers training: 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. |
| iters and ecers training: Guiding Children's Behavior Eileen S. Flicker, Janet Andron Hoffman, 2006-08-19 This is a valuable guide to behavior management for teachers, parents, and other caregivers. The authors examine the effectiveness of frequently used discipline methods, such as time-outs and coerced apologies. The final chapter emphasizes the importance of teachers and parents working together to create more consistency between home and school. |
| iters and ecers training: 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. |
| iters and ecers training: Connect4learning Julie Sarama, 2016-02-01 |
| iters and ecers training: Twelve Best Practices for Early Childhood Education Ann Lewin-Benham, 2015-04-24 Popular author Ann Lewin-Benham draws on her experience with the Reggio Approach to present 12 best practices inspired not only by Reggio, but also by play-based and Montessori approaches to early childhood education. These practices are demonstrated, one per chapter, with scenarios from classrooms, dialogues of children and teachers, and work samples showing the outcome of using each practice. This resource includes a self-assessment tool to assist you in examining your practices and those of your school. |
| iters and ecers training: The Early Advantage 1 Collete Tayler, Tom Peachey, Bridget Healey, Kathy Sylva, Grace Murkett, Lily Fritz, Kristiina Kumpulainen, Nirmala Rao, Carrie Lau, Mugyeong Moon, Eva Landsberg, Rebecca Bull, Alfredo Bautista, 2018-08-31 Learn how exemplary countries are dealing with the challenges and joys of advancing the development of their youngest citizens. In this book, Sharon Lynn Kagan and her contributors systematically examine how six diverse countries go about envisioning, designing, and implementing their services to young children and their families. The Early Advantage 1 sheds light on new and exciting approaches to early childhood education and care (ECEC) that are contributing to the quality, equity, efficiency, and sustainability of services for young children. Brimming with fresh insights, the text provides concrete examples of successfully implemented strategies and methods that warrant attention from other countries wishing to improve their early childhood services. The 2-year comparative analysis upon which this volume is based was made possible with funding and support from the National Center on Education and the Economy’s (NCEE) Center on International Education Benchmarking. Book Features: Presents groundbreaking approaches to early childhood policy, practice, and service delivery from around the globe. Based on contributions from leading scholars and policymakers from six countries: Australia, England, Finland, Hong Kong, Korea, and Singapore. Acknowledges the important role of culture in shaping the quality and array of services afforded to young children. Uses rigorous research that includes common designs, vetted protocols, and repeated validations. Includes detailed country fact sheets with data on demographics, governmental expenditures, staff qualifications, mandated monitoring systems, and more. Is part of NCEE’s research into the 9 Building Blocks for a World-Class Education System. Contributors: Rebecca Bull, co-principal investigator, Singapore. Alfredo Bautista, contributing author, Singapore. Lily Fritz, contributing author, England. Bridget Healey, contributing author, Australia. Sharon Lynn Kagan, principal investigator, U.S. Kristiina Kumpulainen, co-principal investigator, Finland. Eva Landsberg, contributing author, National Center for Children and Families, U.S. Carrie Lau, contributing author, Hong Kong. Mugyeong Moon, co-principal investigator, Republic of Korea. Grace Murkett, contributing author, England. Tom Peachey, contributing author, Australia. Nirmala Rao, co-principal investigator, Hong Kong. Kathy Sylva, co-principal investigator, England. Collette Tayler, co-principal investigator, Australia. |
| iters and ecers training: California Early Childhood Educator Competencies California. Department of Education, California. Children and Families Commission, 2012 |
| iters and ecers training: Courageous Leadership in Early Childhood Education Susi Long, Mariana Souto-Manning, Vivian Maria Vasquez, 2016-02-15 In this inspiring collection, 13 early childhood leaders take action to challenge and change inequitable educational practices in preschools and elementary schools. For them, educating for social justice is not an empty platitude. Steadfast and resolute, they turn rhetoric into reality as they guide early childhood teachers to teach for social justice innovatively and strategically. Through the voices of families, teachers, and the administrators themselves, each chapter shares ways that these leaders use the power entrusted in them to question and disrupt discriminatory and marginalizing practices that deny opportunities for some students while privleging others. The book includes insights, strategies, and resources that administrators can use to build confidence, knowledge, and skills as they invest in more equitable and just pre/schools. |
| iters and ecers training: Pre-K Stories Dana Frantz Bentley, Mariana Souto-Manning, 2019-09-06 Pre-K Stories offers a lively exploration of how one classroom community played with and collaboratively engaged in authorship. Through everyday stories, readers are invited to witness and engage with classroom practices that honor young children’s brilliance and build on their questions, interests, and strengths. Weaving together literacy, language arts, social studies, science, mathematics, and more, the authors illustrate how curriculum can be authentically and meaningfully integrated. They also offer a unique perspective on the development of language and literacy practices by framing children’s play narratives as the foundation from which rich curricula can grow. Pre-K Stories allows readers to experience the rich cadence of a classroom, while also coming to understand important theories that undergird early childhood teaching and young children’s learning. Book Features: Rich descriptions and examples of 4-year-old children’s authoring and writing processes. Engaging narratives from the perspective of an early childhood teacher and students. A unique perspective on the development of language and literacy practices through children’s play. A view of young children as powerful and capable of co-constructing curriculum with teachers. A dynamic approach that has broad implications for literacy and integrative curriculum practices in early childhood. |
| iters and ecers training: 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. |
| iters and ecers training: How is Child Care Quality Measured? Florencia López Boo, María Caridad Araujo, Romina Tomé, 2016-02-11 This toolkit is designed to be a resource for researchers and technical staff of any discipline, working for governments and institutions interested in measuring and monitoring the quality of child care centers serving infants ages 0 to 3 years (36 months). |
| iters and ecers training: Classroom Assessment Scoring System (CLASS) Manual, Infant Bridget K. Hamre, Karen M. La Paro, Robert C. Pianta, Jennifer LoCasale-Crouch, 2014 With the infant version of the trusted, widely used CLASS® tool, early childhood programs have an accurate and reliable way to assess teacher-infant interactions, a primary component of positive early experiences. Developed for use with children from birth to 18 months, the CLASS® Infant tool specifically focuses on how teachers engage with infants and support their learning and development during everyday routines and activities. With clear guidance and background information, this manual gives you a comprehensive introduction to the CLASS® Infant tool and how to use it effectively. Youâe(tm)ll see how this standardized tool Assesses 4 dimensions of teacher-child interactions: relational climate, teacher sensitivity, facilitated exploration, and early language support Establishes an accurate picture of interactions through repeated observation and scoring cycles Highlights areas of strength and areas for growth useful for guiding professional development efforts Comprehensive and reader-friendly, this manual provides helpful information on infant development, the theoretical and empirical foundations of the CLASS® Infant tool, an overview of procedures for using the tool, and detailed descriptions and examples for each dimension the tool assesses. Learn more about the entire CLASS system. |
| iters and ecers training: 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. |
| iters and ecers training: 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. |
| iters and ecers training: 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 . |
| iters and ecers training: Early Childhood Education and Care in the USA Debby Cryer, Richard M. Clifford, 2003 This research-based text gives readers an overview of early childhood education and care, as well as a new awareness of the strengths, challenges, and concerns facing the system. Highly respected expert contributors give readers clear and concise historical background, illuminating data and findings on the current state of the field, and reflections and insights on future directions. Key areas covered include access to education and care programs, curriculum and program content, staff roles and compensation, specific initiatives, regulatory policy, and funding issues. Equally useful for preservice and in-service professionals, this essential text leaves readers with a thorough understanding of early childhood education and care in the United States. |
| iters and ecers training: Investing in Young Children Sophie Naudeau, Naoko Kataoka, Alexandria Valerio, Michelle J. Neuman, Leslie Kennedy Elder, 2012-07-03 La Banque mondiale a rédigé ce guide du développement de la petite enfance (DPE) pour répondre à la demande croissante de conseil et d’appui des responsables de programmes en matière de dialogue politique sur le thème du DPE, et pour aider les clients à prendre et à mettre en oeuvre des décisions pertinentes sur la meilleure manière d’investir dans le DPE dans le cadre de leur économie et de leurs priorités nationales. Ce guide comble un manque dans la littérature actuelle sur le sujet (1) en distillant l’information existante sous la forme de notes concises et faciles à utiliser ;(2) en fournissant une information pratique sur les dernières questions pertinentes relatives au DPE, telles que la mesure des résultats du développement des enfants grâce à l’identification et l’adaptation d’instruments efficaces, aux transferts monétaires conditionnels destinés aux familles de jeunes enfants, et autres ; et (3) en évaluant la qualité des derniers faits rapportés pour chaque sujet et en identifiant les lacunes en matière de connaissances pour lesquelles des expérimentations et évaluations complémentaires sont nécessaires. |
| iters and ecers training: Encouraging Physical Development Through Movement-Play Carol Archer, Iram Siraj, 2015-05-28 Movement-play, put simply, is encouraging physical activity in a child-led manner for the benefit of children′s health, learning and wellbeing. This book looks at the theory behind the importance of movement and: how movement play links with all the areas of early childhood development physical activity guidelines for young children practical advice and photos to support implementation in settings how to assess your own setting how to best work with parents on this topic comprehensive guidance on writing a physical development policy The early years is one of the critical periods in the establishment of physical behaviours and physical development is also one of the prime areas of the EYFS as well as other, global, curricula. A must-read for students on Early Childhood and Early Years courses and Early Years practitioners to improve their practice and understanding of psychical development for the benefit of young children. |
| iters and ecers training: Early Childhood Systems Lynn Kagan, Kristie Kauerz, 2015-04-24 In this seminal volume, leading authorities strategize about how to create early childhood systems that transcend politics and economics to serve the needs of all young children. The authors offer different interpretations of the nature of early childhood systems, discuss the elements necessary to support their development, and examine how effectiveness can be assessed. With a combination of cutting-edge scholarship and practical examples of systems-building efforts taking place in the field, this book provides the foundation educators and policymakers need to take important steps toward developing more conceptually integrated approaches to early childhood care, education, and comprehensive services. Book Features: Provides the only up-to-date, comprehensive examination of early childhood systems.Considers new efforts to expand services, improve quality, maximize resources, and reduce inequities in early childhood.Offers a forum for the field to come together to frame a set of cogent recommendations for the future. Contributors: Kimberly Boller, Andrew Brodsky, Charles Bruner, Dean Clifford, Julia Coffman, Jeanine Coleman, Harriet Dichter, Sangree Froelicher, Eugene García, Stacie Goffin, Jodi Hardin, Karen Hill Scott, Janice Gruendel, Marilou Hyson, Amy Kershaw, Lisa G. Klein, Denise Mauzy, Geoffrey Nagle, Karen Ponder, Ann Reale, Sue Russell, Diana Schaack, Helene M. Stebbins, Jennifer M. Stedron, Kate Tarrant, Kathy R. Thornburg, Kathryn Tout, Fasaha Traylor, Jessica Vick Whittaker Sharon Lynn Kagan is the Virginia and Leonard Marx Professor of Early Childhood and Family Policy and Co-Director of the National Center for Children and Families at Teachers College, Columbia University. Kristie Kauerz is the program director for PreK-3rd Education at Harvard Graduate School of Education (HGSE). “A veritable encyclopedia of ideas on early childhood system building.” —Barbara T. Bowman,Irving B. Harris Professor of Child Development, Erikson Institute “The key to successful change is continued development of the frames of reference. Both editors have respected the past, listened to the implementers, and provided a context for moving forward. Like efforts to build systems of child development, which we must now link to growth in specific children we know by name, the book ends with robust examples of the work in progress. Sharon Lynn Kagan and Kristie Kauerz don't just talk about the work, they participate in the creation of change.” —Sherri Killins, Ed.D, Commissioner, Department of Early Education and Care, Massachusetts |
| iters and ecers training: Teaching Pyramid Infant-Toddler Observation Scale (Tpitos(tm)) for Infant-Toddler Classrooms, Research Edition Kathryn M. Bigelow, Judith Carta, Dwight Wayland Irvin, Mary Louise Hemmeter, 2018-09 The Teaching Pyramid Infant-Toddler Observation Scale (TPITOS(TM)) is an assessment instrument designed to measure the fidelity of implementation of practices associated with the Pyramid Model in center-based infant and toddler care settings. The TPITOS provides a classroom snapshot of the adult behaviors and classroom environment variables associated with supporting and promoting the social-emotional development of infants and toddlers. The tool is made up of items, or categories, of teacher behavior. The three types of items are a) Observational Items, b) Interview Items, and c) Red Flag Items. |
| iters and ecers training: Child Care Handbook , 1980 |
| iters and ecers training: 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. |
| iters and ecers training: Classroom Assessment Scoring System (CLASS) Manual, Toddler Karen M. La Paro, Bridget K. Hamre, Robert C. Pianta, 2012 This manual includes detailed descriptions of the 8 CLASS Toddler dimensions, administration procedures, and information about the tool's development. |
| iters and ecers training: Ramps & Pathways Rheta DeVries, Christina Sales, 2011 Provides an introduction to constructivist physics with classroom examples illustrating how children construct knowledge. Shows how to promote children's scientific reasoning by engaging them in active experimentation. |
| iters and ecers training: The Welcoming Classroom Johnna Darragh Ernst, 2014 Engaged families make a difference in the lives of their children! The children in today's early childhood classroom are more culturally, linguistically, and ability diverse than ever. As a teacher, your challenge is to partner with each family through recognizing their individual strengths, concerns, priorities, and resources. In The Welcoming Classroom: Building Strong Home-to-School Connections for Early Learning, Dr. Johnna Darragh Ernst offers practical ideas for creating a welcoming atmosphere for families that will encourage them to participate in their children's learning community. Learn practical ways to connect with families from varied cultural and language backgrounds and abilities. Gain new strategies for creating a home-school link to support learning. Create a richer learning environment by integrating unique family cultural perspectives. Learn ways to encourage family participation in decision making. Learn strategies to develop families as resources. Communicate the message that all families are valued members of the learning community. From improving children's school readiness to encouraging positive engagement with peers, promoting student academic achievement, increasing graduation rates, and helping reduce the negative impact of poverty, the benefits of engaging families early will impact the young children in your care long after they leave your classroom! Johnna Darragh Ernst, PhD, is a professor of early childhood education at Heartland Community College in Normal, Illinois. She specializes in helping early childhood professionals connect with families to create inclusive early childhood classroom communities. |
| iters and ecers training: Working Families and Growing Kids Institute of Medicine, National Research Council, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Family and Work Policies, 2003-06-15 An informative mix of data and discussion, this book presents conclusions and recommendations for policies that can respond to the new conditions shaping America's working families. Among the family and work trends reviewed: Growing population of mothers with young children in the workforce. Increasing reliance of nonparental child care. Growing challenges of families on welfare. Increased understanding of child and adolescent development. Included in this comprehensive review of the research and data on family leave, child care, and income support issues are: the effects of early child care and school age child care on child development, the impacts of family work policies on child and adolescent well-being and family functioning, the impacts of family work policies on child and adolescent well-being and family functioning the changes to federal and state welfare policy, the emergence of a 24/7 economy, the utilization of paid family leave, and an examination of the ways parental employment affects children as they make their way through childhood and adolescence. The book also evaluates the support systems available to working families, including family and medical leave, child care options, and tax policies. The committee's conclusions and recommendations will be of interest to anyone concerned with issues affecting the working American family, especially policy makers, program administrators, social scientists, journalist, private and public sector leaders, and family advocates. |
| iters and ecers training: AEPS Assessment, Evaluation, and Programming System for Infants and Children: Administration guide Diane D. Bricker, Kristie Pretti-Frontczak, 2002 New to the second edition of AEPS?, this administration guide synthesizes the system's administrative details in one convenient volume, giving professionals the knowledge they need to use AEPS? accurately and effectively. |
Infant/Toddler Environment Rating Scale®, Revised (ITERS-R™)
A thorough revision of the original ITERS, designed to assess center-based child care programs for infants and toddlers up to 30 months of age. Scale consists of 39 items organized into 7 …
Home | ERS Institute
ERSI is the author-certified training organization for the Environment Rating Scales. Our team of early childhood experts will give you the knowledge and skills to create environments that …
Microsoft PowerPoint - LET-ITERS 3 Overview Moduel Handout
Apr 15, 2021 · Demonstrate understanding of the key components of the Infant Toddler Environment Rating Scale (ITERS‐3) tool Identify items in the tool that assess the quality of …
Infant/Toddler Environment Rating Scale® (ITERS) - TC Press
ITERS-3, the new third edition of the widely used Infant/Toddler Environment Rating Scale ®, is designed for use in center-based childcare programs for infants and toddlers up to 36 months …
Microsoft Word - ITERS - pdesas.org
Birth – 3 Years The ITERS is a classroom assessment tool designed to measure the quality of group programs for infants and toddlers (birth to age 3) by collecting data through classroom …
Infant/Toddler Environment Rating Scale®, Revised (ITERS-R)
Infant/Toddler Environment Rating Scale®, Revised (ITERS-R) A thorough revision of the original ITERS, designed to assess center-based child care programs for infants and toddlers up to 30 …
An Introduction to the Infant/Toddler Environment Rating Scale®, …
On February 1, 2025, North Carolina moved away from using the Infant/Toddler Environment Rating Scale®, Revised (ITERS-R) to assess child care classroom quality and replaced the …
Environment Rating Scales® | Environment Rating Scales®
ITERS-3™ The Infant/Toddler Environment Rating Scale®, 3rd ed. -- A thorough revision of the ITERS-R™, designed to assess group programs for children from birth to 3 years of age. Total …
ITERS-3 - Excelerate Illinois
The Infant Toddler Environment Rating Scale- 3rd Edition (ITERS-3) will replace the Infant Toddler Environment Rating Scale-Revised Edition (ITERS-R) to assess classrooms where …
Infant/Toddler Environment Rating Scale (ITERS) - EdInstruments
The Infant/Toddler Environment Rating Scale (ITERS) measures the environmental quality of childcare programs for children up to 30 months old. The instrument was originally developed …
Infant/Toddler Environment Rating Scale®, Revised (ITERS-R™)
A thorough revision of the original ITERS, designed to assess center-based child care programs for infants and toddlers up to 30 months of age. Scale consists of 39 items organized into 7 …
Home | ERS Institute
ERSI is the author-certified training organization for the Environment Rating Scales. Our team of early childhood experts will give you the knowledge and skills to create environments that …
Microsoft PowerPoint - LET-ITERS 3 Overview Moduel Handout
Apr 15, 2021 · Demonstrate understanding of the key components of the Infant Toddler Environment Rating Scale (ITERS‐3) tool Identify items in the tool that assess the quality of …
Infant/Toddler Environment Rating Scale® (ITERS) - TC Press
ITERS-3, the new third edition of the widely used Infant/Toddler Environment Rating Scale ®, is designed for use in center-based childcare programs for infants and toddlers up to 36 months …
Microsoft Word - ITERS - pdesas.org
Birth – 3 Years The ITERS is a classroom assessment tool designed to measure the quality of group programs for infants and toddlers (birth to age 3) by collecting data through classroom …
Infant/Toddler Environment Rating Scale®, Revised (ITERS-R)
Infant/Toddler Environment Rating Scale®, Revised (ITERS-R) A thorough revision of the original ITERS, designed to assess center-based child care programs for infants and toddlers up to 30 …
An Introduction to the Infant/Toddler Environment Rating Scale®, …
On February 1, 2025, North Carolina moved away from using the Infant/Toddler Environment Rating Scale®, Revised (ITERS-R) to assess child care classroom quality and replaced the …
Environment Rating Scales® | Environment Rating Scales®
ITERS-3™ The Infant/Toddler Environment Rating Scale®, 3rd ed. -- A thorough revision of the ITERS-R™, designed to assess group programs for children from birth to 3 years of age. Total …
ITERS-3 - Excelerate Illinois
The Infant Toddler Environment Rating Scale- 3rd Edition (ITERS-3) will replace the Infant Toddler Environment Rating Scale-Revised Edition (ITERS-R) to assess classrooms where …
Infant/Toddler Environment Rating Scale (ITERS) - EdInstruments
The Infant/Toddler Environment Rating Scale (ITERS) measures the environmental quality of childcare programs for children up to 30 months old. The instrument was originally developed …
