You have learned about several quality assessment tools and rating systems. Let’s apply this knowledge!
Step 1: Download the Tool
For this assignment, you will be using a portion of NAEYC’s self-assessment Observable Criteria Tool (specifically, Standard 9A). Download the pages corresponding to this section here.
Step 2: Observe and Rate an Environment
Next, using Standard 9A of the NAEYC Observable Criteria Tool, observe and rate an early learning physical environment. Observe the environment and children for a minimum of one hour to gain an accurate understanding of the space. Alternately, you may choose to reflect upon the scenario below to complete the assignment.
As you enter the program, you notice natural light flooding the room. Material is organized on open, low shelving. Smaller manipulatives are placed in clear bins and labeled with the picture and print word to identify contents. The room is designed with several interest areas, but some of the shelving in the middle of the room is taller than the children. The dramatic play space contains authentic material such empty food cartons, child-safe cooking utensils, and gender-neutral dress-up material. An art interest area is available as a choice for children all day, but the material is stored out of the children’s reach.
Meals are served family-style on child-sized tables and chairs. Cots are stored near the back wall and are spread throughout the room during designated rest time.
The overall feel of the classroom is active with a controlled noise level.
Step 3: Write a Summary
Based upon your findings from using NAEYC’s Self-Assessment tool, write a minimum of a 1 full-page summary on the environment’s quality and your observation experience. Be sure to explain the environment you have chosen to review, or indicate that you have reviewed the provided scenario.
National Association for the Education of Young Children. Observable Criteria Tools. Retrieved 12/28/15 from http://www.naeyc.org/academy/category/torch-tools-categories/observable-criteria-tools
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