BY

BRIGINIA MILLS

UOP STUDENT

CUR/516

EnvironmentChildren learn through play to explore — there isn't

a predetermined end product. Children have no

idea or notion of a direction he/she would like to

pursue and he/she is free within broad limits to do

so. Children’s motivation comes from within

themselves as how to interact with the endless

possibilities within the environment that is chosen.

PROBLEM IDENTIFICATION

GOALS Examine the childcare environment using the ERS tool

Employees will acquire more knowledge about scoring

Employees will recognize all seven subscales and 43 indicators

Employees will visual have hands-on training within an age appropriate environment

Employees will discuss and share there findings at the end of each field experience

OBJECTIVES Be familiar with the ERS vocabulary and explanations

of terms used throughout the scale

To be updated on the most additional notes for clarification on the ERS

Discover areas of strength in your classroom and reflect on some strategies to maximize the effectiveness of those areas

Explore strategies how to improve your classroom where subscales or most challenging

25 Pre-school employees

Age 25-40 male / female

Mandatory two week paid training

Where will the training be ?

5252 mar Lane

Hayward CA

95632

In the conference room B

MATERIALS• PowerPoint/hard copy

• ERS Booklet (score sheet, plan of Action)

• Resources (handouts, Universal precautions

• Markers, Highlighters, pens and pencils

• List of schedule for 5 classrooms for Site field experience

• *additional hand outs will be provided as needed

SPACE AND FURNISHINGS1. Indoor space

2. Furniture for routine care, play and learning

3. Furnishings for relaxation and comfort

4. Room arrangement for play

5. Space for privacy

6. Child-related display

7. Space for gross motor play

8. Gross motor equipment

PERSONAL CARE ROUTINES9. Greetings/departing

10. Meals/snack

11. Nap/rest

12. Toileting/diapering

13. Health practices

14. Safety practices

•15. Books and pictures

•16. Encouraging children to communicate

•17. Using language to develop reasoning skills

•18. Informal use of language

ACTIVITIES 19. Fine motor

20. Art

21. Music/movement

22. Blocks

23. Sand/water

24. Dramatic Play

25. Nature/science

26. Math/number

27. Use of TV, video, and /or computers

28. Promoting acceptance of diversity

INTERACTION

29. Supervision of gross motor

30. General supervision of children

31. Discipline

32. Staff-child interaction

33. Interaction among children

Program Structure34. Schedule

35. Free play

36. Group time

37. Provision for children with disabilities

WHAT DOES “ACCESSIBLE” MEAN?

Children can reachand are allowed to use age appropriate toys, materials, furnishings and/or equipment.

PARENTS AND STAFF38. Provision for parents

39 Provisions for personal needs of staff

40 Provisions for professional needs of staff

41 Staff interaction and cooperation

42 Supervision and evaluation of staff

43 Opportunities

ASSESSMENTApplying research-based concepts and Theory

Discuss: Simulate dialogue, arrange employees in groups of 5 for field experience and observation

ACTIVITIES• DVD to show how to scoring with

different venues on each Subscale

•Explain how to apply the training, concepts and strategies

REFLECTIONWhat will you change when you get back

to your classroom?

Three things to share with colleagues

Curriculum plans based on what you heard and saw.

What did you like about the training?

Suggestions for next training?

It’s everyone responsibility to provide

“Inclusive Environments” for all children

Retrieved on 3/18/15

Environmental Rating Scale ECERS-R http://ers.fpg.unc.edu/early-childhood-environment-rating-scale-ecers-r