REFLEXIONES FINALES Y PROPUESTAS DE INTERVENCIÓN
B. Entrevistas a profesionales del programa
NAEYC ANCHOR CRITERIA
SDE PRE-K PROGRAMS
1.B.09-10: Teaching staff never use physical
punishment, psychological abuse or coercion, threats or derogatory remarks, and neither withhold nor threaten
to withhold food as a form of discipline RATING:1
1.D.01: To counter bias and discrimination, teaching
staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid
stereotypes in language references RATING:1
2.B.04: Children have varied opportunities to develop a
sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity,
and mastery RATING:1
3.B.04: Teaching staff are active in identifying and
countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or culture
Rules and Regulations: Provide opportunities for children to share with the group and take pride in their accomplishments. Structure time for collaborative planning so that students develop ownership with classroom learning
activities. RATING: 3
10.B.13: Program organized and staff to minimize
transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to maintain continuity of relationships between teaching staff and children and among groups of children
Rules and Regulations: Allow for smooth transitions between activities or classrooms, with the teacher capitalizing on these transitions as learning moments. RATING: 2
NAEYC ANCHOR CRITERIA
OK CHILD CARE LICENSING
1.B.09-10: Teaching staff never use physical
punishment, psychological abuse or coercion, threats or derogatory remarks, and neither withhold nor threaten to withhold food as a form of discipline
Section 26. Behavior and guidance
(a) Appropriate discipline. Discipline is required to be constructive and educational and appropriate to the child's age and circumstances.
(1) recognize and encourage acceptable behavior; (2) teach by example and use fair and consistent rules in a relaxed atmosphere with discipline that is relevant to the child's behavior;
(c) restrictions.
Staff are prohibited from:
(1) subjecting a child to punishment of a physical nature, for example, shaking, striking, spanking, swatting, excessive exercise, or any cruel treatment that may cause pain.
1.D.01: To counter bias and discrimination, teaching
staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid
stereotypes in language references RATING: 1
2.B.04: Children have varied opportunities to develop a
sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery
Section 25.1(c) Interactions (2) are available and responsive to children, for example, encouraging them to share experiences, ideas, and feelings, and listening to them with attention and respect. RATING: 2
3.B.04: Teaching staff are active in identifying and
countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or
culture RATING: 1
10.B.13: Program organized and staff to minimize
transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to maintain continuity of relationships between teaching
staff and children and among groups of children RATING:1
NAEYC ANCHOR CRITERIA
HEAD START
1.B.09-10: Teaching staff never use physical
punishment, psychological abuse or coercion, threats or derogatory remarks, and neither withhold nor threaten
to withhold food as a form of discipline Compliance Monitoring 4.6: Quality Teaching and Learning: CLASS emotional support domain. RATING: 3
1.D.01: To counter bias and discrimination, teaching
staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid stereotypes in language references
Compliance Monitoring 4.5: Quality Teaching and Learning: When the majority of children speak the same language, at least one classroom staff member or home visitor interacting regularly with the children speaks their language. 4.6 CLASS emotional support. Positive Climate, Negative Climate, Teacher Sensitivity Regard for Student Perspectives;
1304.52(g)(2)
RATING: 3
2.B.04: Children have varied opportunities to develop a
sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery
Compliance Monitoring: Teacher-Child Interaction through CLASS: Regard for Student Perspectives and Productivity domain. RATING: 3
3.B.04: Teaching staff are active in identifying and
countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or
culture RATING: 1
10.B.13: Program organized and staff to minimize
transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to
Compliance Monitoring 4.1 AND 4.2: Parents in transition: The program hires teachers who have the required qualifications, training, and experience. The program ensures that Family Child Care Providers have
maintain continuity of relationships between teaching
staff and children and among groups of children the required qualifications, training, and experience; 1304.40(h)(10(3); 1304.41(c)(1)(2) RATING: 2
NAEYC ANCHOR CRITERIA
NAC
1.B.09-10: Teaching staff never use physical
punishment, psychological abuse or coercion, threats or derogatory remarks, and neither withhold nor threaten
to withhold food as a form of discipline RATING:1
1.D.01: To counter bias and discrimination, teaching
staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid
stereotypes in language references RATING:1
2.B.04: Children have varied opportunities to develop a
sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery
E3. Cooperative and positive social behaviors are promoted through opportunities for learning reciprocity, empathy and social skills; E6. Children's overall emotional well-being is supported by the classroom environment RATING: 3
3.B.04: Teaching staff are active in identifying and
countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or
culture RATING: 1
10.B.13: Program organized and staff to minimize
transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to maintain continuity of relationships between teaching staff and children and among groups of children
D6. Daily schedule provides a predictable routine that is responsive to the children; D7. Transitions are planned and smoothly implemented. RATING: 3
NAEYC ANCHOR CRITERIA
NECPA
1.B.09-10: Teaching staff never use physical
punishment, psychological abuse or coercion, threats or derogatory remarks, and neither withhold nor threaten to withhold food as a form of discipline
Activities for Healthy Development: Behavior
Management The following conduct is prohibited in all child care settings and by all staff: corporal
punishment, withdrawal or the threat of withdrawal of food, rest or bathroom opportunities, any form of emotional abuse. RATING: 3
1.D.01: To counter bias and discrimination, teaching
staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid stereotypes in language references
The staff treats all children and their families with respect and dignity. No adult or child is treated differently. Children are encouraged to respect one another’s differences. RATING: 2
2.B.04: Children have varied opportunities to develop a
sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity,
Staff provides a variety of developmentally appropriate activities and materials that are selected to emphasize concrete experiential learning and to achieve specific
and mastery goals related to self-esteem, skills, reasoning, development and diversity. RATING: 4
3.B.04: Teaching staff are active in identifying and
countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or culture
The staff treats all children and their families with respect and dignity. No adult or child is treated differently. Children are encouraged to respect one another’s differences. RATING: 2
10.B.13: Program organized and staff to minimize
transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to maintain continuity of relationships between teaching
staff and children and among groups of children RATING: 1
NAEYC ANCHOR CRITERIA
NAFCC
1.B.09-10: Teaching staff never use physical
punishment, psychological abuse or coercion, threats or derogatory remarks, and neither withhold nor threaten to withhold food as a form of discipline
4.82. Food is never used as a reward or withheld as punishment; 3.26. Toileting process is free from punishment or power struggles; 3.34. Time-outs, if used are only used a last resort with children age 3 and older. 3.35 No form of physical punishment or
humiliation is ever used. RATING: 4
1.D.01: To counter bias and discrimination, teaching
staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid stereotypes in language references
3.44. Providers assures that children and their families are not stereotyped or left out of any activity b/c of their race, gender, ethnicity, ability or any other personal characteristic 3.45: Provider helps children notice incidents of bias and learn effective ways to stand up for each other and themselves in the face of teasing, bullying, and other forms of discrimination. RATING: 4
2.B.04: Children have varied opportunities to develop a
sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery
Child-Directed Activities (3.1-3.2) Children have opportunities to make choices and explore their own interests and are engaged in activities most of the time. Self-Esteem and Self-Awareness (3.47-3.51). Provider gathers information about children’s interests and needs through observation and conversations with parents and uses this information to set goals that support the children’s development. RATING: 3
3.B.04: Teaching staff are active in identifying and
countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or culture
Respecting differences (3.43-3.46) The provider helps children understand and respect people who are different from themselves. The provider responds factually to children's curiosity about similarities and differences among people. Girls and boys have equal opportunities to take part in all activities and use all materials. The provider helps children notice incidents of bias and learn effective ways to stand up for each other and themselves in the face of teasing, bullying, or other forms of discrimination. RATING: 4
10.B.13: Program organized and staff to minimize
transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to maintain continuity of relationships between teaching
3.17. Provider usually maintains a consistent sequence of daily events, while the flow of activities is adapted to the individual and developmental needs of each child and the changing group. 3.18. Activities and transitions are generally smooth and unhurried; children can
staff and children and among groups of children usually finish activities at their own pace. RATING: 3
NAEYC ANCHOR CRITERIA
EDUCARE
1.B.09-10: Teaching staff never use physical
punishment, psychological abuse or coercion, threats or derogatory remarks, and neither withhold nor threaten
to withhold food as a form of discipline RATING: 1
1.D.01: To counter bias and discrimination, teaching
staff: treat all children with equal respect and consideration; initiate activities and discussions that build positive self-identity and teach the valuing of differences; intervene when children tease or reject others; provide models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations; and avoid
stereotypes in language references RATING: 1
2.B.04: Children have varied opportunities to develop a
sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity,
and mastery RATING: 1
3.B.04: Teaching staff are active in identifying and
countering any teaching practices, curriculum approaches, or materials that are degrading with respect to gender, sexual orientation, age, language, ability, race, religion, family structure, background, or
culture RATING: 1
10.B.13: Program organized and staff to minimize
transitions (day-to-day group transitions, day-to-day teaching staff transitions, and day-to-day and annual classroom transitions) and every attempt is made to maintain continuity of relationships between teaching staff and children and among groups of children
1.5 The RPP multidisciplinary team partners with the LEP to establish a community of practice with K-3 colleagues focused on alignment of systems & practices that support effective transitions of children & families to K-3 schools & teachers to sustain the social-
emotional & learning gains children achieved in early childhood. #14-17. #23. #55-57. RATING: 4