Standard 1
Educators consider children's differing activity levels when relating to each child.
What is allowing children to rest or get up and move.
Staff communication with families is culturally sensitive and professional.
What is educators respectfully greet all families, at a minimum.
When needed, educators support toddlers, preschoolers, and kindergarteners in performing daily cleanup and maintenance jobs in the learning environment.
What is educators take advantage of opportunities to help children perform daily cleanup and maintenance.
Children and adults wash or sanitize their hands before and after meals and snacks.
What is children and adults wash or sanitize their hands before and after meals and snacks.
Outdoor learning environments include at least three or more natural elements that children can interact with.
What is grass, sand, rocks, plants, and variations in ground elevations.
When toddler, preschool, and kindergarten children are in conflict, educators support them in thinking of alternative solutions rather than immediately providing a solution.
What is supporting children to resolve a conflict on their own safely.
Children are provided opportunities to engage in playful learning activities.
What is free play or self-directed play with teacher guidance (guided play) or in a structured game.
Educators plan for children to smoothly transition from one activity to the next.
What is educators provide visual and or verbal transition cues.
AND have activities and materials for upcoming activities prepared ahead of time.
Children and adults wash their hands or sanitize their hands after playing in water that is shared by two or more people.
What is children and adults wash their hands or sanitize their hands after playing in water that is shared by two or more people.
Staff maintain developmentally appropriate staff-to-child ratios in learning environments.
What is
1:4 Infants
1:5 Pre-toddlers
1:7 Toddlers
1:10 Preschool/Part Day.
When mixed ratio always follow the lower ratio.
Educators use narration and description of ongoing interactions to identify or model prosocial behaviors in children.
What is sharing materials, making room for others, hugging a sad peer, bringing a toy to someone else, or following directions.
Children are provided opportunities to engage in self-directed play and learning.
What is self-directed play without a specific learning goal (free play, guided play, games, playful instruction and direct instruction).
Met by posted schedules indicating free play time.
Lack of both, will result in a NO rating.
Educators listen, narrate, and respond to what infants, and toddlers say or do by providing additional information.
What is educators listen, narrate, and respond to what infants, and toddlers say or do by providing additional information.
Food-serving tables and highchairs are cleaned and sanitized after snack and mealtimes have ended, prior to being used for other purposes.
What is following the three-step sanitation process.
Food-serving tables and highchairs are cleaned and sanitized after snack and mealtimes have ended, prior to being used for other purposes.
Staff maintain a developmentally appropriate class size in indoor learning environments.
What is a class size of:
Infant: 4+5=9
Toddlers: 5+7=12
Preschool and part day: 10+10=20
Educators guide and support toddlers, preschoolers, and kindergarteners in regulating their physical impulses.
Educators integrate ideas and content across multiple learning domains in observed conversations and activities.
What is make connections between the concepts and skills they are learning across all areas (connecting the content of a shared picture book reading to math or science, discussing respecting differences of opinion when discussing and examining insect specimens).
Educators use their knowledge of curriculum content to pose problems and ask questions that stimulate toddlers, preschoolers, and kindergarteners to think.
What is educators are consistently attentive to the activities children are engaged in and ask relevant questions to deepen understanding, promote problem solving, and engage critical thinking.
If a child has a contaminated object with saliva or other body excretion, the object is....
What is set aside for washing in a labeled bin or in another location created for that purpose.
Cleaning products used by the program or provider are...
What is non-toxic and fragrance free.
Materials in the learning environment show persons with differing abilities engaged in activities that counteract stereotypical limitations.
What is toys, games, books, posters, photographs that show a variety of people both able-bodied and disabled.
Infant and toddler educators use co-regulation to help children manage their emotions.
What is educators are attuned and responsive to infant and toddlers who are crying, fussy, excited or angry.
Educators should be using soft, calm, and soothing voices to explain the child's feelings or offer reassurance.
The learning environment for toddlers, preschoolers, and kindergarteners includes at least two displays at child eye-level that have been created to help children reflect on and extend their learning.
What is at least two displays created by the educators and/or children across learning environments with the intent of reflecting on and extending learning.
Ex: creating books, reflection boards, child work products.
Childs eye-level: can easily be seen at the height of the child's eyes while standing
When strong odors occur in the air...
What is they are controlled by using ventilation (not air freshening sprays or diffusers).
The definition of Universal Design.
What is a concept that can be used to support access to environments in many different types of settings through the removal of physical and structural barriers (allows access for everyone).