ITERS-3 Review

Space & Furnishings(p. 17-25)

100

4. Displays for children

Two or more 3-D displays must be hung low enough for children to see. What are two examples of 3-D displays?

-wind socks with streamers

-pinwheels

-wind chimes

-paper lanterns

-toys tied to suspended hula hoop

-suspended branches

-suspended origami

-mobiles

-paper shapes combined to be 3D (star, snowflake etc.)

Materials that DO NOT count: Hanging plants, low hanging toys on infant seat meant only for one child, suspended 2d photos.

200

2. Furnishings for Care and Learning

At minimum, how many play areas should have soft furnishings?

5.3 Softness provided in several areas

(ex: soft area rug, upholstered child-sized chair or couch, flat mattress or futon, large pillows) (p. 19)

300

2. Furnishings for care, play and learning

Please provide two examples of "self-help" furniture for infants, toddlers or older children.

Step stool at sink

Stairs to diapering table

Low, open shelves for accessible materials or personal items

Low shelves or bars for pulling up to standing

(any furnishing meant to support self-help for children)

400

3. Room Arrangement

How many interest centers are required at a minimum for toddlers over the age of 24 months?

Three

"5.1 Space is arranged with at least 2 infant play areas or at least 3 different interest centers for toddlers/twos." (p. 21, Furnishings for care, play and learning")

500

3. Room Arrangement

Please describe ONE characteristic of a room that is "conveniently arranged" according to ITTERS-3

-Staff should be able to carry out their work with the children with few inconveniences (i.e. easy access to refrigerator for milk)

-Room arrangement allows staff to see all children at a glance. Even while preparing food or changing a diaper.

-Traffic patterns provide easy movement (ie. staff does not have to step over a crowded infants to reach diaper area)

-Cozy area is uninterrupted from active play/loud interest areas (i.e. music center)

(Room Arrangement p. 20-21)

Language & Books (p. 33-44)

100

12. Encouraging Children to Communicate

TRUE or FALSE

Turn taking conversations are only required once the child can verbally respond with to an adult.

FALSE

"Conversations and questions should be used with all children, even young infants. Conversations using verbal and nonverbal turn-taking should be considered when scoring. Most conversations and questions initiated by infants will be nonverbal, such as widening of babies eyes or waving arms and legs." (p. 38-39)

Example: "Are you hungry?....(wait a reasonable amount of time for child response)... Yes you are!"

200

14. Encouraging children's use of books

Please give an example of how you can make books easily accessible to a non-mobile infant.

1. Bring 1-2 books within arms reach of the infant

2. Place infant near the entire book shelf within arms reach

3. Staff reads book to non-mobile infant while holding him/her

p.43

(Note: Books should NOT be too crowded together on book shelf or stacked in a big pile. Having books facing outward in a pleasing display is preferred)

300

10. Encouraging Vocabulary Development

Take the phrase: "It is raining outside" and explain what could be added to the phrase to further encourage vocabulary development.

"Rain is water falling from the clouds!"

"Rain feeds our grass and flowers and helps them grow!"

"Rain gets us wet when we walk in it without an umbrella!"

(anything along these lines can be counted as a correct answer) 

Reference p. 35

400

13. Staff use of books with children

Please provide 3 examples of how staff can make book time more interesting for children.

5.1,5.2, 5.3,5.4,5.5

Staff reads with animation

Staff use animal sounds when pointing out animals

Staff shows excitement when child points to a picture

Staff occasionally uses finger to follow along with the words

Staff helps infant turn the page or allows toddler to turn the pages

Staff asks questions about the book and allows older children to answer

p. 41

500

11. Responding to children's communication

Please provide an example of how you might help a child with limited vocabulary try to communicate?

5.4 Staff say words child is trying to communicate (ex: "Oh you are hungry, lets get your bottle" or "You wanted Maria's doll. I'll help you find a doll") 

p. 37

Materials & Activities (p. 45-64)

100

23. Promoting acceptance of diversity

Provide two examples of how staff can promote diversity in learning activities with children

7.2 

Sing songs in more than one language

use music from varying cultures

read multicultural books

use sign language for some words 

p. 61

200

24. Gross Motor

There must be adequate space and materials accessible for children to have gross motor activities. Please give one example of an appropriate gross motor item for infants and one example for toddlers.

Infants: outdoor pad or blanket, crib gym, push toys, grasping toys to reach for, balls or ramps for crawling

Toddlers and twos: riding toys without pedals, riding toys with pedals, large push toys, balls and beanbags, climbing equipment, slide, cushions or guys for tumbling, tunnels, large cardboard boxes, low balance beams.

p.62 Notes for Clarification

300

16. Art

TRUE or FALSE

Almost all of the observed evidence of art activities should indicate that the children did an art activity with materials chosen by the teacher.

FALSE

"Most art activities should allow children to use materials in their own way (Most means almost all of the observed evidence of art activities used with the children is individualized including displays of work done by children in the class)" p. 47

400

15. Fine Motor

For an excellent rating, how many fine motor choices must be accessible to children? 

7.1 More than 10 different choices of fine motor activities are accessible to children p. 45

500

21.Math/number

Please give three examples of materials that would fall under Math/Number for children over the age of two.

Number picture books

Peg number boards

Blocks or puzzles with numbers

Nesting Cups

Shape puzzles/sorters

Cash register

Numbers on keys/telephones

(any material that shows numeral and corresponding number of objects)

Tape measures/ruler

p. 56 Notes for Clarification

Test your Knowledge *Interest Centers*

100

Terms used Throughout the Scale

Please define what an "Interest Area" is.

"An Interest Center is a clearly defined play area intended for a particular kind of play. Materials are organized by type and stored so that they are accessible... If one or two materials are present that do not match the intent of the centers particular type of play, credit will be given as long as those materials do not interfere with the intent of the interest center." (ITTERS-3 p. 13)

200

Interest Centers (Terms Used Throughout the Scale)

TRUE or FALSE

Areas of interest have to take up a lot of space.

FALSE

Areas of interest can be one small table or shelf in your classroom where the materials are rotated and changed frequently.

Example: This Nature/Science area in a toddler classroom

HOWEVER

Since blocks and dramatic play materials are associated with more active play, these centers should be given more space than others. (p.13)

300

Would this be considered a "play area" or an "area of interest? Why?

This would be considered a play area because the space is not clearly defined or intended for a particular kind of play. (p.13 Play Area & Interest Center definitions)

400

19. Dramatic Play

Please provide 3 or more examples of dramatic play materials that can be used to represent represent diversity.

Dolls that represent different races/cultures

Equipment used by people with differing abilities (glasses, hearing aids, wheelchairs)

Clothing or food from a variety of cultures

(p.53)

(p. 52)

500

18. Blocks

This is a block area in a classroom for children over the age of 24 months. What is missing from this interest center?

Accessories

"Accessories are toys to be used with block play. They are not required for children under the age of 2, but if the 5 required accessories are accessible to younger children, credit shall be given...Acessories should be stored on the same shelf or adjacent to block area and should be well organized" (p. 50)

Block Accessories:

-Small people

-vehicles

-Animals

-Road signs, fences, trees, buildings etc.

Interactions (p.65-76)

100

21. Peer Interaction

True or False

Negative peer interaction should be ignored

False

7.1 Staff should talk about childrens actions, intentions or feelings to other children (ex: help child recognize other childs expressions of sadness or joy, explain other child didn't mean any harm, praise child for getting own duplicate toy)

200

28. Staff-Child Interaction

True or False

Staff should only provide individualized interactions with children who request attention

False

7.1 Staff initiate interactions with all children in the group, not just with those who request attention. 

p.71

300

30. Guiding children's behavior

Is sharing a developmentally appropriate expectation?

5.3, 7.3

Sharing is not forced, although it may be discussed, wait times are short. Duplicate toys are accessible.

p.75

400

30. Guiding children's behavior

Should you give much attention to children who are behaving well while playing?

5.4 Much attention given to children when they are behaving well while playing*

*Giving attention for good behavior when children are playing should be the regular practice. Attention must be spread across the room so each child gets a reasonable amount.

500

26. Supervision of play and learning (non-gross motor)

How can a staff member carefully act to provide individualized supervision and avoid behavior problems/conflict when initiating new activities?

7.1,7.2

bring out duplicate toys/enough for multiple children to use

relocate active play so it does not interrupt quiet play

sit with child who requires closer supervision

provide additional support for a new or shy child

p.67

Personal Care Routines (p. 25-32)

100

6. Diapering and Toileting

True or False

The full diapering procedure can be found in the ITERS booklet.

False

This procedure is found in the Supplemental Materials of ITERS. You must refer to the Diapering and Handwashing Procedure handout (p. 26)

200

5. Meals and Snacks

What are the three important health practices required during meal and snack times?

1. Eating surface washing and sanitizing

2. Hand hygiene before and after eating

3. Serving uncontaminated foods

p.24 Under Notes for Clarification

300

8. Safety Practices

What could you add to the phrase "Feet on the floor, Rosie" to expand understanding for the child and turn a neutral interaction into a positive interaction?

5.4 Simple explanations for why children cannot do unsafe actions could be provided ex: "Feet on the floor, Rosie. I dont want you to fall and get hurt." (p. 31

400

8. Safety Practices

Would zip-top bags be considered a safety hazard?

"Zip top bags are not considered hazards unless they fit around a childs head or if you see a child using them improperly (putting over mouth, chewing on etc.)" p. 31 Revision

500

7. Health Practices

How far apart should cribs and cots be from each other?

5.3 Rest provisions are sanitary with all cribs/cots 36" apart (p. 29 Health Practices)

Program Structure (p. 77-81)

100

32. Free Play

Please explain what "free play" is.

"Free Play" means that children are permitted to select materials and companions and, as far as possible, to manage play independently. Staff involvement is primarily in response to a childs specific needs, although staff may initiate activities for children to choose if they are not engaged in any activity. (p. 78 Notes for Clarification)

200

31. Schedule and transitions

Please define what a "transition" is.

A "Transition" is the time spent between different activities. (p. 76 Notes for Clarification)

300

33. Group Activities

TRUE or FALSE

Group Activities such as circle time must include ALL children.

FALSE

Group Play Activities: Children are strongly encouraged but not forced to participate in the beginning. If not engaged, younger children, or others with trouble participating, are placed in smaller groups" (p. 81 Group Play Activities)

5.3 Satisfying alternative activities are accessible for children not participating or engaged in group

p.81

400

31. Schedule and Transitions

There should be no long periods of waiting during transitions. How long is considered "a long period of waiting"?

7.3 "Waiting times with nothing engaging should never exceed 3 minutes"

500

32. Free Play

What is the minimum amount of time infants and toddlers must have free play outdoors?

"Children under 12 months of age must have some free play outdoors, to the extent possible, based on their developmental abilities, weather permitting. There is no minimum amount of time required outdoors for any age group for this indicator" (p. 78 Notes for Clarification)