Guest guest Posted March 5, 2007 Report Share Posted March 5, 2007 Hi Chantelle, I know we mom's get tired of explaning the kid's situation over and over- I'm sure it is at least 10 times more frustrating for you. On the one hand, you're there selling yourself and your abilities to do a job, and in the next breath it seems you have to turn right around and say you can't do it all. ---- First of all, needing tools or adaptations for parts of the job do not mean you're not qualified. And there are laws that back up and protect that very fact. ---- Can you tell us about the " Environmental Rating Scale " ? Is it a big part of the overall " Placements " job? Is there any tool to use to make it possible for you to work with the scale? Even a full-page magnifier? Could it be put on the computer so you could magnify it? --- You know we'll try to help you find a solution! --- Don't be bummed. We just have to find the effective way for you to self- advocate. Hopefully by tomorrow, with solutions in hand, you can smile and be confident, as you tell them how you can do the job. ;-) in Ma. <BR><BR><BR>**************************************<BR> AOL now offers free email to everyone. Find out more about what's free from AOL at http://www.aol.com. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 5, 2007 Report Share Posted March 5, 2007 I sent a letter to the head of my program to discuss how some assinments are hard cause of my deafblindness and how I would like some educational guidence but now tomorrow I have to talk to her and convince her that Im able to do placements, just some assinments (basicaly the environment raiting scale) are too hard to compleat with my visual imparement. GOD I HATE THESE IDIOTS!!!!! sorry but my college is full of narrowminded stoneage pricks who just cant comprehend how a dissabled person can possibly work. They are unacommidating. I need carreer and educational guidence, not someone telling me why I shouldnt do a certain program. I want them to tell me what I SHOULD do, not what I shouldnt. So basicaly the outcome of tomorrow could mean i may be kicked out of the ECE program at Mohawk. Im so mad. I need help!! Chantelle -- http://spacecatsgarden.blogspot.com/ => My blog space " I let my mind out to wander, and it never came back! " ~ unknown Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 5, 2007 Report Share Posted March 5, 2007 Ok no ECERS is not part of the placements at all. ECERS is what the college says I must complete to do the program at mohawk. Here is what ECERS is.... What is ECERS early childhood environment rating scale. Scale consists of 43 items organized into 7 subscales: - Space and Furnishings - Personal Care Routines - Language-Reasoning - Activities - Interactions - Program Structure - Parents and Staff There are four environment rating scales, each designed for a different segment of the early childhood field. - Each one of the scales has items to evaluate: *Physical Environment; Basic Care; Curriculum; Interaction; Schedule and Program Structure; * and* Parent and Staff Education.* - The scales are suitable for use in evaluating inclusive and culturally diverse programs. - The scales have proven reliability and validity. Our scales are designed to assess process quality in an early childhood or school age care group. Process quality consists of the various interactions that go on in a classroom between staff and children, staff, parents, and other adults, among the children themselves, and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions. Process quality is assessed primarily through observation and has been found to be more predictive of child outcomes than structural indicators such as staff to child ratio, group size, cost of care, and even type of care, for example child care center or family child care home (Whitebook, Howes & , 1995). In order to provide care and education that will permit children to experience a high quality of life while helping them develop their abilities, a quality program must provide for the three basic needs all children have: - Protection of their health and safety - Building positive relationships - Opportunities for stimulation and learning from experience No one component is more or less important than the others, nor can one substitute for another. It takes all three to create quality care. Each of the three basic components of quality care manifests itself in tangible forms in the program's environment, curriculum, schedule, supervision and interaction, and can be observed. These are the key aspects of process quality that are included in our environmental rating scales. Our scales define environment in a broad sense and guide the observer to assess the arrangement of space both indoors and outdoors, the materials and activities offered to the children, the supervision and interactions (including language) that occur in the classroom, and the schedule of the day, including routines and activities. The support offered to parents and staff is also included. All of our scales have been developed in close collaboration with realistic field-based sites. They have good interrater reliability and validity, thus making them suitable for research and program evaluation, as well as program improvement efforts. Each scale has a complete training program. The ECERS-R, ITERS and FDCRS training programs include an interactive videotape. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 5, 2007 Report Share Posted March 5, 2007 More on ECERS *Overview of the Subscales and Items of the ECERS-R * *43 Items organized into 7 Subscales* *Space and Furnishings* 1. 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 Routines* 9. Greeting/departing 10. Meals/snacks 11. Nap/rest 12. Toileting/diapering 13. Health practices 14. Safety practices *Language-Reasoning* 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 activities 30. General supervision of children (other than gross motor) 31. Discipline 32. Staff-child interactions 33. Interactions among children *Program Structure* 34. Schedule 35. Free play 36. Group time 37. Provisions for children with disabilities *Parents and Staff* 38. Provisions 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 for professional growth Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 5, 2007 Report Share Posted March 5, 2007 HI Chantelle,¹ Are you to complete this on a student or evaluate it for future use? pam > > > > > Ok no ECERS is not part of the placements at all. > > ECERS is what the college says I must complete to do the program at mohawk. > Here is what ECERS is.... > > What is ECERS > early childhood environment rating scale. > > Scale consists of 43 items organized into 7 subscales: > > - Space and Furnishings > - Personal Care Routines > - Language-Reasoning > - Activities > - Interactions > - Program Structure > - Parents and Staff > > There are four environment rating scales, each designed for a different > segment of the early childhood field. > > - > > Each one of the scales has items to evaluate: *Physical Environment; > Basic Care; Curriculum; Interaction; Schedule and Program Structure; * > and* Parent and Staff Education.* > - > > The scales are suitable for use in evaluating inclusive and culturally > diverse programs. > - > > The scales have proven reliability and validity. > > Our scales are designed to assess process quality in an early childhood or > school age care group. Process quality consists of the various interactions > that go on in a classroom between staff and children, staff, parents, and > other adults, among the children themselves, and the interactions children > have with the many materials and activities in the environment, as well as > those features, such as space, schedule and materials that support these > interactions. Process quality is assessed primarily through observation and > has been found to be more predictive of child outcomes than structural > indicators such as staff to child ratio, group size, cost of care, and even > type of care, for example child care center or family child care home > (Whitebook, Howes & , 1995). > > In order to provide care and education that will permit children to > experience a high quality of life while helping them develop their > abilities, a quality program must provide for the three basic needs all > children have: > > - > > Protection of their health and safety > - > > Building positive relationships > - > > Opportunities for stimulation and learning from experience > > No one component is more or less important than the others, nor can one > substitute for another. It takes all three to create quality care. Each of > the three basic components of quality care manifests itself in tangible > forms in the program's environment, curriculum, schedule, supervision and > interaction, and can be observed. These are the key aspects of process > quality that are included in our environmental rating scales. > > Our scales define environment in a broad sense and guide the observer to > assess the arrangement of space both indoors and outdoors, the materials and > activities offered to the children, the supervision and interactions > (including language) that occur in the classroom, and the schedule of the > day, including routines and activities. The support offered to parents and > staff is also included. > > All of our scales have been developed in close collaboration with realistic > field-based sites. They have good interrater reliability and validity, thus > making them suitable for research and program evaluation, as well as program > improvement efforts. Each scale has a complete training program. The > ECERS-R, ITERS and FDCRS training programs include an interactive videotape. > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 5, 2007 Report Share Posted March 5, 2007 Chantelle- Am I correct that part of your course work is to complete the ECERS eval of a child care setting? Michele Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 5, 2007 Report Share Posted March 5, 2007 Yup you are correct. Part of my course work is to compleat the ecers eval of a child care setting. If your familiar with ecers, wich something tells me you have some idea, you might understand why its daunting. > > Chantelle- > > Am I correct that part of your course work is to complete the ECERS eval > of > a child care setting? > > > > Michele > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 5, 2007 Report Share Posted March 5, 2007 Yes, I am familiar with what you have to do. I have some early childhood courses. I don't know if I ever used that particular tool, but I certainly get the idea. Michele _____ From: CHARGE [mailto:CHARGE ] On Behalf Of Chantelle McLaren Sent: Monday, March 05, 2007 3:28 PM To: CHARGE Subject: Re: Problems at college vent Yup you are correct. Part of my course work is to compleat the ecers eval of a child care setting. If your familiar with ecers, wich something tells me you have some idea, you might understand why its daunting. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 6, 2007 Report Share Posted March 6, 2007 Chantelle, I actually only know what you have talked about here and you are right, it does sound DAUNTING!!! It is big and long, but as you pointed out, well organized. I think your idea of going to the place you know well is a very smart one. It could also reduce your own anxiety about new people, etc. By going to the " old " place, you know the people and the kids and the environment, so you can do your assessment from a place of comfort. Do you think that one of those folks (along with your support person) would be willling to sit with you and go through it with you? (I know you are in the process of trying to figure out your next steps, but if you ask them for an appt.,they can build it into their schedules and everyone is happy!). My guess is that the peole you know will want to see you succeed--they have seen how hard you have been working toward your goal--and will be willling to help. I can imagine that on a checklist that large, the print is small so you will need assistanc with reading it . You have some good ideas for " team building " around the work--go with it. pam Quote Link to comment Share on other sites More sharing options...
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