Click on the panoramic photos of the infant/toddler care environment. Refer to the subscale while looking at the photos, mark each indicator YES or NO. All of the indicators after 1.1 describe elements that we want to see in infant/toddler care facilities. You may print out the ITERS-R subscale for furniture for routine care and play. Write in your journal about what you saw in the photos that led you to write YES or NO next to each indicator. Describe some of the factors that indicate a quality program and any that might need to be changed to raise the quality of care in this environment.

panoramic view ot a room

Score 1

1.1 Not enough furniture to meet needs of children for routine care: feeding, sleeping, diapering/toileting, storage of children’s possessions and routine care supplies.*

1.2 Not enough furniture for play (Ex. no open storage for toys).*

1.3 Furniture is generally in such poor repair that children could be injured (Ex. splinters or exposed nails; wobbly legs on chairs).

Score 3

3.1 Enough furniture for routine care.

3.2 Enough furniture for play.*

3.3 All furniture is sturdy and in good repair.*

3.4 Seats for children are comfortable and supportive (Ex. footrest, side and back supports; non-slippery surface; safety belt if needed).*

Score 5

5.1 Furniture suitable for individual care of infant/toddler (Ex. high chairs rather than group feeding table for infants or young toddlers; tables and chairs for small group of toddlers; individual storage of children’s possessions).

5.2 Some child-sized table(s) and chairs used with toddlers. NA permitted.

5.3 Furniture promotes self-help as children are ready (ex. steps near sink; special chair for child with physical disability; low open shelves for accessible toy storage).

5.4 Some storage used for extra toys and supplies.

5.5 Some adult seating for use in routine care.*

Score 7

7.1 Routine care furniture accessible and convenient (ex. cots/mats easy for adults to access; place to store diapers/diapering supplies near diapering table; cubbies placed for easy use by parents, staff, and older toddlers).

7.2 Most of the tables and chairs used with toddlers are child-sized.* NA permitted.

7.3 Convenient, organized storage for extra toys.

7.4 Comfortable adult seating for working with children.*

This environment would score is 7 on this subscale. The scoring for each scale stops wherever there is a NO answer in the scale, then the score is the number previous to the level you could not complete due to the NO answer.

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Write in your journal about what you saw in the panoramic photos that led you to write YES or NO next to each indicator. Describe some of the factors that indicate a quality program and any that might need to be changed to raise the quality of care in this environment.

You can continue to add on to your journal from other professions after you save your entry. Make sure you print your journal before leaving the website.

*Notes for Clarification

1.2. Materials must be meaningful to the children to be considered appropriate. Score “Yes” if over 50% of the display in the room is inappropriate for over 50%of the children or if any of the displayed materials show violence or indicate prejudice.

3.1. “Appropriate” means suitable for the developmental level of the age group and the individual abilities of the children. This concept is also referred to as developmentally appropriate and is used in a number of items in the scale. Consider only the display in the room(s) where children spend the majority of the time. Score “Yes” if 75% of display is appropriate for the children, and none is violent or prejudicial.

3.2. “Some” means that at least two pieces of children’s work are displayed and can be easily seen by children.

5.1. “Much of display” means about 30% of the materials displayed. The first part of this indicator requires that a relationship exist between what is displayed and the activities that the current group of children is experiencing. The intent here is for the teacher to use the display for children as a teaching tool that changes as topics of interest change and that adds more information to the children’s experiences. For instance, if the group is talking about the season of the year, a science project they are doing, or an upcoming field trip, these things should be represented in the display. Recently completed artwork that does not relate to other things going on in the room does not count for this indicator. If needed, supplement observed information by asking if any of the display relates to topics of interest covered within the last month. The second part if this indicator requires that the children themselves be represented in the display. Look to see if there are photos of children in the group on display, or self-portraits, or a height-chart with names. Photos of the children are not required, but the display should relate to the children in the group (e.g. stories dictated by children, charts done with children’s input).

5.2. Base score on overall impression of whether children’s art is well represented in the display. Consider what you feel when you have looked around the room from various areas. Counting number of pieces of artwork Is not necessary. If 50/50, or too close to tell, give credit for most of the display done by children. If a detailed search is needed to find the children’s work, then do not give credit.

7.1. Score “Yes” if more than 50% of children’s displayed work is individualized. Individualized work means that each child has selected the subject and/or media and has carried out the work in his or her own creative way. Thus, individualized products look quite different from one another. Projects where children follow a teacher’s example and little creativity is allowed are not considered individualized work. (See All About the ECERS-R, pp. 51, 52, 53 for further definition of individualized.)

7.2. “Three-dimensional” work must have height, width, and depth. The children must be able to build up and out as they make “junk”, Styrofoam, or wood sculptures or use clay or play-dough (but not as in using cookie cutters with play-dough). Cluing things to a flat surface (as in gluing material scraps or Styrofoam “peanuts” to a flat piece of paper or cardboard) is not counted as 3-D.

7.3 To give credit, at least 1 instance must be observed during the observation.

Mary Ann Mc Elroy

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