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Early Childhood Education Definition
Purpose
Early Childhood Education facilitates appropriate child development and ensures the health and safety of children in care.Definition
Note:Throughout this document, the term “teaching staff” is used to refer to individuals who work directly with children in the classroom, including teachers and assistant teachers. While organizations may use different terminology, the term “teacher” refers to the individual with primary responsibility for a group of children. Assistant teachers are directly supervised by teachers. When a standard was written for a specific position, the title is specified. The term “parent” is used to refer to the child’s caregiver at home, including biological parents, legal guardians, or extended family as applicable.
Note:Please see ECE Reference List for the research that informed the development of these standards.
Note:For information about changes made in the 2020 Edition, please see the ECE Crosswalk or the CYD-ECE Crosswalk, for Child and Youth Development Programs.
Early Childhood Education (ECE) 1: Person-Centered Logic Model
Logic models have been implemented for all programs and the organization has identified at least two outcomes for all its programs.
- Logic models need improvement or clarification; or
- Logic models are still under development for some of its programs, but are completed for all high-risk programs such as protective services, foster care, residential treatment, etc.; or
- At least one outcome has been identified for all of its programs.
- Logic models need significant improvement; or
- Logic models are still under development for a majority of programs; or
- A logic model has not been developed for one or more high-risk programs; or
- Outcomes have not been identified for one or more programs.
- Logic models have not been developed or implemented; or
- Outcomes have not been identified for any programs.
ECE 1.01
- needs the program will address;
- available human, financial, organizational, and community resources (i.e. inputs);
- program activities intended to bring about desired results;
- program outputs (i.e. the size and scope of services delivered);
- desired outcomes (i.e. the changes you expect to see in persons served); and
- expected long-term impact on the organization, community, and/or system.
Examples: Information that may be used to inform the development of the program logic model includes, but is not limited to:
- developmentally appropriate practice in early childhood education; and
- child assessments and periodic reassessments.
ECE 1.02
Early Childhood Education (ECE) 2: Personnel
- With some exceptions, staff (direct service providers, supervisors, and program managers) possess the required qualifications, including education, experience, training, skills, temperament, etc., but the integrity of the service is not compromised; or
- Supervisors provide additional support and oversight, as needed, to the few staff without the listed qualifications; or
- Most staff who do not meet educational requirements are seeking to obtain them; or
- With few exceptions, staff have received required training, including applicable specialized training; or
- Training curricula are not fully developed or lack depth; or
- Training documentation is consistently maintained and kept up-to-date with some exceptions; or
- A substantial number of supervisors meet the requirements of the standard, and the organization provides training and/or consultation to improve competencies when needed; or
- With few exceptions, caseload sizes are consistently maintained as required by the standards or as required by internal policy when caseload has not been set by a standard; or
- Workloads are such that staff can effectively accomplish their assigned tasks and provide quality services and are adjusted as necessary; or
- Specialized services are obtained as required by the standards.
- A significant number of staff (direct service providers, supervisors, and program managers) do not possess the required qualifications, including education, experience, training, skills, temperament, etc.; and as a result, the integrity of the service may be compromised; or
- Job descriptions typically do not reflect the requirements of the standards, and/or hiring practices do not document efforts to hire staff with required qualifications when vacancies occur; or
- Supervisors do not typically provide additional support and oversight to staff without the listed qualifications; or
- A significant number of staff have not received required training, including applicable specialized training; or
- Training documentation is poorly maintained; or
- A significant number of supervisors do not meet the requirements of the standard, and the organization makes little effort to provide training and/or consultation to improve competencies; or
- There are numerous instances where caseload sizes exceed the standards' requirements or the requirements of internal policy when a caseload size is not set by the standard; or
- Workloads are excessive, and the integrity of the service may be compromised; or
- Specialized staff are typically not retained as required and/or many do not possess the required qualifications; or
- Specialized services are infrequently obtained as required by the standards.
ECE 2.01
- a Child Development Associate (CDA) credential, Certified Childcare Professional (CCP) credential, or equivalent;
- an associate’s degree in early childhood education or child development; or
- a bachelor’s degree in a related field with two years of post-graduate experience in early childhood education.
ECE 2.02
- are at least 18 years of age;
- have a high school diploma or GED; and
- carry out classroom activities under the direct supervision of an appropriately qualified teacher.
ECE 2.03
- a bachelor’s degree in a related field with two years of post-graduate experience in early childhood education;
- a bachelor’s degree in an unrelated field with five years of post-graduate experience in early childhood education; or
- a bachelor's degree in an unrelated field with a state-approved directors credential.
ECE 2.04
- pre-service training prepares teachers to perform their role and they are never expected to perform a task or provide a level of care that they have not been properly trained to handle; and
- teaching staff receive at least 24 training hours per year.
ECE 2.05
- food preparation, storage, and service;
- hand-washing and diapering procedures, if applicable, including how to properly use and dispose of gloves;
- safe sleep practices including SIDS prevention procedures, if applicable;
- sanitation and proper handling and storage of disinfectants; and
- policies and procedures regarding contagious and infectious disease prevention.
ECE 2.06
- communicating openly and working respectfully with families;
- implementing the chosen curriculum;
- supporting a child’s positive relationships with his or her peers;
- positive guidance techniques of behavior management;
- classroom activities appropriate to children of different developmental levels;
- recognizing developmental differences between children;
- varying beliefs, customs, values, and child rearing practices of the different cultural groups represented by the children in their care;
- screening and/or assessment tools;
- observation and documentation;
- effective classroom management; and
- teaching strategies for working with young children.
- techniques for keeping children engaged and motivated;
- methods for evaluating the effectiveness of teaching strategies and the comprehension of the child;
- methods for working with small or large groups;
- teacher-directed and child-directed instruction;
- how to choose activities and materials;
- how to break down tasks into manageable components; and
- how to organize instruction to achieve developmental milestones.
ECE 2.07
ECE 2.08
ECE 2.09
- group meetings for joint problem-solving and mutual support;
- information sharing on child development and parent-child relationships;
- opportunities for teaching staff to plan together; and
- regular in-service training.
Early Childhood Education (ECE) 3: Enrollment
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
ECE 3.01
- the organization’s approach to education, child development, and behavior management;
- policies and procedures;
- classroom rules and expectations;
- opportunities and expectations for parental participation;
- applicable child protection reporting mandates;
- established mechanisms for parents to report safety concerns or suspected child abuse and neglect; and
- whether or not there is space currently available.
ECE 3.02
- support timely initiation of care; and
- provide placement on a waiting list, if desired, or referral to the local child care resource and referral network or a similar resource when families cannot be served or cannot be served promptly.
ECE 3.03
- specific, factual, and legible;
- updated at least annually;
- signed and dated by parents/guardians and authorized personnel, where appropriate; and
- maintained and disposed of in a manner that protects privacy and confidentiality.
Note: Please see the Facility Observation Checklist for additional guidance on this standard.
ECE 3.04
- identifying information, including name and date of birth;
- address;
- emergency contact information;
- written parental authorization for emergency care including names of the hospital to be used;
- authorizations for pick-up;
- verification of up-to-date preventative screenings and immunizations;
- relevant health information and needs, including physician name, allergy information, and medication permission forms;
- information and consent/authorization forms related to special needs, if applicable; and
- additional forms or documentation, as needed.
ECE 3.05
- the child’s parents or legal guardians or designated legal representatives;
- personnel authorized to access specific information on a “need-to-know” basis; and
- auditors, contractors, and licensing or accrediting personnel, consistent with the organization’s confidentiality policy.
ECE 3.06
- conducts a review of child and youth files to evaluate the presence, clarity, continuity, and completeness of required documents and information, using a uniform tool to ensure consistency; and
- updates files based on the results of the review, as needed.
When a program chooses to review only a sample of files it will be especially important to: (1) aggregate and analyze the results in order to determine whether there are any overarching issues that may impact the accuracy and completeness of un-reviewed files; and (2) ensure that all files are updated, as needed. For example, if reviews reveal that many files are lacking emergency contact information, the program should take steps to ensure that emergency contact information is added in to all files, including files that were not part of the sample reviewed.
SAMPLING GUIDELINES FOR FILE REVIEW
Number of Children and Youth Served Per Year...................Sample Size for File Review
1,000 or > … 35% annually
999 – 500 ... 40% annually
499 – 400 …45% annually
399 – 300 … 45% annually
299 – 200 … 47% annually
199 – 100 … 48% annually
99 – 50 … 50% annually
49 – 25...75% annually
Less than 25 … 100% annually
Early Childhood Education (ECE) 4: Parental Involvement and Support
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
ECE 4.01
ECE 4.02
ECE 4.03
- participation in decisions affecting their child;
- daily updates and two-way communication of information regarding activities, accomplishments, or concerns;
- parent-teacher conferences that are held biannually, or more often as needed, given the child’s progress;
- assistance with recognizing developmental, health, or behavioral issues that may require additional services or support; and
- visits to the program.
ECE 4.04
- adjust caregiving practices, daily routines, and classroom activities as appropriate and in accordance with developmentally-appropriate practice;
- approach differing points of view respectfully and in an empathetic manner; and
- involve their supervisor as needed to discuss how parental preferences can be appropriately and safely incorporated into the child care setting.
ECE 4.05
- child development;
- child health issues;
- transition to school; and
- nutrition.
Information can be provided through:
- pamphlets;
- brochures;
- relevant publications;
- newsletters;
- bulletin boards;
- seminars;
- parent support groups;
- referrals to outside providers; or
- other programs or media appropriate to the size and capacity of the program.
ECE 4.06
Examples of how an organization can demonstrate flexibility and responsiveness include:
- adjusting coverage schedules to accommodate changing child care needs;
- providing flexible care on an hourly or daily basis;
- referring families to local resources; and
- incorporating activities into the daily schedule to help children cope with stressors.
Early Childhood Education (ECE) 5: Health and Safety
Note: Please see the Facility Observation Checklist for additional guidance on this standard.
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
ECE 5.01
- the process for determining whether or not the organization can handle a child’s specific health needs;
- attendance guidelines for sick children including separation from other children; and
- procedures for notifying parents that their child may have been exposed to an infectious disease.
ECE 5.02
ECE 5.03
- daily cleaning of the facility;
- disinfecting bedding, beds, cots, cribs, and mats at least once a week and between use by different children;
- disinfecting toys and other materials at least weekly and immediately after use if items are placed in the child’s mouth; and
- the availability of properly labeled disinfectants, which are securely stored away from children at all times.
Note: Please see the Facility Observation Checklist for additional guidance on this standard.
ECE 5.04
- are separate from food preparation areas;
- have a posted copy of diaper changing procedures;
- utilize changing tables made of non-porous material; and
- include covered, plastic-lined, hands-free cans for the disposal of used diapers.
ECE 5.05
- that children are never to be left unattended on changing tables and that one hand must be on the child at all times;
- proper disposal of diapers and other contaminated items;
- proper use of gloves when they are offered to teaching staff;
- steps for gathering materials ahead of time;
- relevant hand-washing requirements; and
- steps for disinfecting the area after each use.
ECE 5.06
- separating hand-washing sinks from food preparation sinks;
- installing shatter-proof mirrors;
- making hand washing sinks easily accessible to all children; and
- having liquid soap and sanitary methods for drying off hands available.
ECE 5.07
- under what situations hands must be washed;
- requirements for water temperature, soap use, and time spent scrubbing and rinsing; and
- procedures for turning off water that reduce the risk of recontamination.
ECE 5.08
- modeling and providing developmentally-appropriate instruction on health and hygiene practices;
- serving nutritious meals and snacks; and
- providing opportunities for active play.
- washing hands before and after eating;
- washing hands after using the bathroom;
- covering the nose and mouth when sneezing or coughing; and
- regular tooth brushing.
Examples: Active play for infants may include "tummy time," allowing infants to develop the muscles of their back and neck.
ECE 5.09
- follow universal precautions;
- identify and report suspected child abuse and neglect to prescribed authorities;
- are informed about children in their care with special medical needs or allergies; and
- are healthy and capable of performing the essential functions of the job with reasonable accommodation.
ECE 5.10
ECE 5.11
- medical consultation to the organization and parents;
- a review of children’s health needs; and
- a review of the organization’s health and safety practices.
ECE 5.12
- labeled with the child’s full name and the date that it was brought in;
- brought in daily and stored in a refrigerator upon arrival;
- discarded if the bottle is not finished in one feeding;
- warmed in water and never in a microwave oven; and
- sent home at the end of the day so thawed breast milk and mixed formula are never stored overnight by the center.
ECE 5.13
- placing infants on their backs for sleep unless otherwise instructed by the child’s doctor;
- placing infants on a firm sleep surface such as a safety-approved crib mattress with fitted sheet;
- never allowing children to sleep in a device meant for sitting such as a carseat, bouncer, or swing;
- removing soft materials or objects such as pillows, loose bedding, bumper pads, or toys from sleep areas;
- ensuring sleep spaces are free of strangulation hazards such as dangling cords, electric wires, and window-covering cords; and
- dressing infants appropriately for the environment.
ECE 5.14
- indoor and outdoor playground equipment that meets national safety standards;
- installing equipment on an appropriate amount of impact absorbing surfaces in accordance with manufacturer’s instructions and/or industry practice;
- conducting daily inspections of playground equipment and the surrounding area to immediately identify potentially hazardous conditions;
- monthly inspections of playground equipment to identify signs of wear or damage using a standardized checklist and in accordance with manufacturer’s instructions; and
- annual inspections and necessary maintenance of the play equipment by industry professionals.
ECE 5.15
ECE 5.16
- clean;
- welcoming;
- well lit, with natural light where possible and emergency lighting throughout;
- maintained at a safe, comfortable temperature and noise level;
- odor free; and
- adequately ventilated.
ECE 5.17
ECE 5.18
- ensures equipment, toys, and materials are child-proof, non-toxic, and maintained in good repair; and
- is aware of and responsive to any product recalls affecting equipment, toys, and materials.
Early Childhood Education (ECE) 6: Classroom Environment
Note: Please see the Facility Observation Checklist for additional guidance on this standard.
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
ECE 6.01
- dedicated spaces, separated by low barriers, to accommodate a range of developmentally-appropriate activities including group and individual play, and active and quiet play;
- an organized classroom that allows for safe movement throughout the space;
- flexible space that is easily updated to meet changing skills and interests of the group;
- sturdy, appropriate furniture designed to accommodate the age range of children in the classroom and appropriately installed, when applicable, to prevent tipping;
- furniture that allows for adults to comfortably hold children, where appropriate; and
- individual places for children to store their belongings.
ECE 6.02
- 75 square feet of outdoor space per child, based on the number of children outside at one time;
- outdoor areas enclosed by fences;
- outdoor areas and equipment that support a variety of play activities such as climbing, group activities, building, and exploring the natural environment;
- outdoor play areas that have shade;
- 35 square feet of unencumbered indoor space per child;
- separate lavatories customized for adults and children;
- drinking water available at all times and in all indoor and outdoor play spaces;
- quiet and private indoor areas for parents and staff; and
- a reception area where all visitors must sign-in and out.
Interpretation: Unencumbered indoor space is defined as usable activity space for children. Closed storage areas, indoor space reserved for staff, reception areas, etc. should not be included when determining the amount of unencumbered indoor space available.
ECE 6.03
- based on the ages, abilities, and interests of children;
- to sustain interest and support emerging skills;
- to reflect differences in gender, ethnicity, cultural background, age, and special needs without promoting stereotypical images; and
- to stimulate development in curriculum content areas.
Examples: The exact toys and materials selected for the classroom will vary based on the above criteria.
Examples of age-appropriate materials for infant classrooms include:
- comfortable carpet or stiff blanket;
- shatter-proof mirrors;
- balls;
- washable plush toys;
- toys that make noise when shaken or squeezed;
- chunky toys that the child can look at, reach for, clutch, and mouth;
- board books;
- a method for playing music; and
- toys that allow for manipulation such as turning or inserting.
Examples of age-appropriate materials for toddler classrooms include:
- art materials appropriate to their developmental level, including large crayons, markers, and large paper;
- containers that can be filled and emptied, including household items such as measuring cups or unbreakable bowls;
- sturdy picture books;
- a method for playing music;
- items that can be pushed, pulled, or ridden; and
- sensory objects such as sand, dough, and water.
Examples of age-appropriate materials for pre-school classrooms include:
- blocks;
- books;
- writing materials;
- math related games or toys such as items to be counted;
- a method for playing music;
- age-appropriate instruments;
- items for scientific investigation such as a magnifying glass;
- items to be used in imaginary play such as props or costumes; and
- sensory play items such as modeling clay, sand, or water.
ECE 6.04
- allows children access without help; and
- encourages appropriate use while still allowing for creativity and exploration.
ECE 6.05
- using cribs only for sleeping;
- limiting the use of infant swings, jumpers, and bouncers; and
- prohibiting infant walkers.
Early Childhood Education (ECE) 7: Promoting Quality Relationships with Teaching Staff and Peers
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
ECE 7.01
ECE 7.02
- responsive to their individual and changing needs, interests, and abilities;
- flexible in meeting their eating, toileting, and sleeping needs;
- consistent; and
- predictable.
- evaluating and adjusting routines, interactions, activities, or materials to meet the individual and changing needs, interests, and abilities of the children in care;
- responding promptly and appropriately to children's needs; and
- providing opportunities for child-directed activities and conversations.
ECE 7.03
- demonstrating affection, attention, and respect;
- interacting frequently in a positive and expressive manner;
- engaging in extended conversations that are both child and teacher initiated; and
- responding with interest to his or her questions or requests.
- pleasant tone of voice;
- use of the child's name;
- use of positive language;
- speaking with children at their eye-level;
- eye contact;
- smiling;
- offering praise and encouragement; and
- making positive physical contact when acceptable to the child, such as hugging, holding a child's hand, and offering comforting touch.
ECE 7.04
- imitates and responds positively to the infant’s vocalizations;
- understands and respects the infant’s sleeping and eating habits;
- recognizes the infant’s various cries and promptly responds;
- provides reassurance, physical care, regular affection, and tactile and vocal stimulation;
- gives one-on-one attention during caregiving routines such as rocking, feeding, or changing; and
- offers consistent repetition of daily routines, allowing for some variety and contrast.
ECE 7.05
- providing opportunities for children to care for and make decisions regarding their classroom, and contribute to the group;
- welcoming children and their families to the program each day;
- encouraging exploration and celebrating achievements; and
- involving the child in communication with the family whenever possible.
ECE 7.06
- supporting children in the development of friendships and other forms of positive group interaction;
- providing opportunities to learn and practice pro-social behaviors, including negotiation, problem solving, conflict resolution and communication skills;
- helping children to enter into, sustain, and enhance play;
- protecting children from teasing and bullying;
- serving meals “family-style;” and
- using everyday activities to foster the development of social skills.
- recognizing when an infant is interested in interacting with other infants and facilitating that behavior; and
- talking during routine, one-on-one activities such as diapering and feeding.
ECE 7.07
- building on children’s strengths and reinforcing positive behaviors;
- encouraging the child’s ability to self-regulate and accept responsibility for their behavior;
- responding consistently to behavioral issues;
- providing engaging activities throughout the day;
- re-directing children to encourage self-calming and de-escalate volatile situations;
- providing sufficient support during daily transitions; and
- modeling positive, pro-social behavior by interacting with fellow staff, children, and families in a positive, respectful manner.
ECE 7.08
Negative approaches to behavior management are prohibited including, but not limited to:
- isolation and locked seclusion;
- ignoring the child;
- labeling a child “good” or “bad;”
- the use of demeaning, shaming, threatening, or degrading language, tone, volume, or activities;
- physical restraint, except in response to age-appropriate, but potentially dangerous behavior, such as when a child runs into the street; and
- punitive use of timeouts.
ECE 7.09
- identify triggers to negative behaviors;
- identify de-escalation strategies or interventions that have worked well in the past;
- develop and implement an individualized plan to support the child’s success; and
- seek mental health consultation as needed.
ECE 7.10
Organizations can demonstrate that the needs of children in the program have been considered by instituting changes slowly, over-time; notifying children and their families of upcoming changes in advance; and taking the time to answer questions regarding the purpose of the change.
Early Childhood Education (ECE) 8: Developmental and Educational Activities
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
ECE 8.01
- guides the provision of daily activities and the selection of classroom materials; and
- acts as the foundation for ongoing, purposeful assessment of children’s progress.
ECE 8.02
- is developmentally appropriate and reflects what is known about child development and learning;
- is adaptable to the strengths, interests, family situation, interpersonal characteristics, and needs of each individual child within the group setting;
- is culturally appropriate and reflective of the social and cultural backgrounds of each child in the group;
- promotes social, emotional, physical, language, and cognitive development; and
- fosters and supports the attitudes and skills needed for learning.
- the ability to make decisions;
- a willingness to try new things;
- taking the time to finish what one starts;
- curiosity and a willingness to ask questions;
- creativity; and
- the capacity to become fully engaged in an activity.
ECE 8.03
- individualized developmental and educational goals;
- variations in learning and development; and
- input from parents, regarding their child’s behavior and development at home.
ECE 8.04
- are communicated to parents; and
- inform the selection of daily activities and classroom materials.
ECE 8.05
- both large- and small-group activities as appropriate to the age range of children in the group;
- independent activity;
- daily opportunities for active and quiet play, nap time, and conversation;
- daily opportunities for both teacher- and child-directed activities;
- opportunities to meet developmental milestones through play;
- daily indoor and outdoor activities, when safety permits; and
- access, either in the classroom or in the community, to resources such as libraries, museums, and recreational, educational, and cultural sites or events.
ECE 8.06
ECE 8.07
- offer choice;
- provide opportunities to question, experiment, and explore;
- are appropriate to the developmental level of children in the classroom;
- provide new challenges and reinforce already acquired skills;
- reflect a variety of educational techniques including play;
- encourage the child’s sense of mastery of new skills and experiences; and
- incorporate curriculum content areas including literacy, math, science, social studies, health and nutrition, and the arts.
- interactive reading, such as asking questions, reading with expression, and naming objects or people on the pages;
- making board books available in the classroom;
- rhyming;
- providing opportunities for children to use writing utensils; and
- singing.
- labeling items in the classroom;
- using dictation, where the teacher writes down what the child is saying;
- using print to describe daily routines or rules the child is familiar with;
- making developmentally-appropriate books available in the classroom; and
- providing ample opportunities to recognize and write letters.
- exposure to different shapes, sizes, colors, and patterns through objects in their environment; and
- mathematical concepts that can be expressed non-verbally such as "more or less" or "big and small."
- opportunities to gain familiarity with numbers, shapes, and patterns;
- opportunities for children to categorize items by size, color, shape, and pattern;
- recognition of numbers and their meaning; and
- use of mathematical terms in their daily life.
- opportunities to explore their senses;
- exploration of cause and effect; and
- opportunities to explore their capacity to affect or change their environment.
- explore the differences between living and non-living things;
- observe the life cycle;
- learn about the earth;
- observe and learn from the weather and their environment;
- explore cause and effect;
- use simple tools, such as a magnifying glass, to observe objects; and
- practice different methods of documentation such as drawing pictures.
- diversity;
- varying definitions of family;
- the environment and environmental responsibility;
- fairness;
- friendship; and
- the local community.
- offering a variety of developmentally-appropriate art supplies;
- teaching new skills or ways to use art supplies;
- playing music in the classroom;
- displaying children's art in the classroom;
- exposing children to professional artists;
- displaying art at children's eye-level;
- singing songs;
- playing instruments; and
- engaging in imaginative play.
ECE 8.08
- regularly engaging children in dialogue and encouraging children to engage in conversations with others;
- rephrasing children's ideas in complete sentences;
- minimizing “baby talk;”
- introducing new words and concepts;
- asking open-ended questions;
- talking to children about familiar items or activities;
- offering alternative communication options for children who are non-verbal; and
- responding to vocalizations and attempts at language.
ECE 8.09
- include the development of both fine and gross muscle control; and
- foster a variety of skills including balance, strength, and coordination.
- changing position;
- discovering hands and feet;
- spending time on their stomach; and
- pushing, grabbing, kicking, and mouthing.
- crawling;
- walking with assistance; or
- holding and using writing utensils, paint brushes, or other materials that assist in the development of fine motor skills.
- writing;
- drawing;
- puzzles;
- painting;
- working with clay; and
- working with manipulatives.
- throwing;
- climbing;
- kicking;
- running; and
- skipping.
ECE 8.10
- encouraging exploration of the senses;
- mentoring and practicing skills; and
- helping children to identify and appropriately express their emotions.
ECE 8.11
- supportive of the child’s educational and developmental goals;
- tailored to the child’s age and developmental stage;
- monitored by staff at all times; and
- never used for children under the age of two.
Early Childhood Education (ECE) 9: Caring for Children with Special Needs
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
ECE 9.01
ECE 9.02
ECE 9.03
Early Childhood Education (ECE) 10: Child Supervision
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
ECE 10.01
- departure is with a person who has been approved in writing by his or her parents;
- absences are documented;
- off-site whereabouts while under the supervision of the organization are known and documented; and
- departure is not allowed with someone who poses a safety risk and staff follow procedures for using relevant organizational or community resources to intervene as needed.
ECE 10.02
The child care center maintains teacher-child ratios and group sizes at all times both on- and off-site that:
- do not exceed COA’s Recommended Teacher-Child Ratios and Group Sizes;
- take into consideration changes in supervision needs based on activities being conducted; and
- take into consideration the needs of the children in the group.
- works individually with a child who is ill, requires separation from the group, needs special supervision or care, or has an emergency;
- takes a break; or
- leaves the room to retrieve supplies.
ECE 10.03
- the developmental needs of all children can be met;
- teachers are skilled in programming for mixed-aged groupings; and
- the group’s teacher-child ratio is tailored with consideration given to the age of the youngest children in the group.
ECE 10.04
ECE 10.05
- convenient storage of items needed for napping, feeding, diapering, and administrative tasks;
- low barriers between designated spaces to maintain constant visibility of the entire room;
- convex mirrors installed wherever they are needed; and
- visibility of the classroom by more than one adult.
Note: Please see the Facility Observation Checklist for additional guidance on this standard.
Early Childhood Education (ECE) 11: Transition
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- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
ECE 11.01
ECE 11.02
- transitions are well-planned;
- children receive advance notice; and
- activities are long enough to promote sustained play.
ECE 11.03
- engages parents in a discussion of the child’s developmental needs and the reason for the transition;
- provides parents with general information on the transition process;
- arranges opportunities for the child to visit the new classroom and meet teaching staff and peers prior to the transition; and
- shares information with the new teacher.
ECE 11.04
- engage parents in a discussion of the child’s developmental needs and most suitable options;
- provide parents with general information on transitioning from the program;
- share information with other providers with the parents’ consent; and
- notify collaborating service providers that the child has transitioned from the program with the parents’ consent.
ECE 11.05
Early Childhood Education (ECE) 12: Oversight of Family Child Care Homes
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
ECE 12.01
- a CDA, CCP, or equivalent credential;
- an associate’s degree in early childhood education or child development; or
- a bachelor’s degree in a related field with two years of post-graduate experience in early childhood education.
ECE 12.02
- recruit and assess family child care homes prior to their use;
- provide support and supervision through a monthly home visit;
- offer training and professional development opportunities; and
- monitor the quality of care being provided.
ECE 12.03
- a GED or high school diploma;
- at least 45 hours of family child care-related training within the last three years; and
- access to ongoing training and education.
ECE 12.04
ECE 12.05
ECE 12.06
- will not exceed COA’s Recommended Teacher-Child Ratios and Group Sizes;
- take into consideration changes in supervision needs based on activities being conducted; and
- take into consideration the needs of the children in the group.