This revised and updated assessment tool focuses on the full range of needs of infants and toddlers up to 36 months of age and provides a framework for improving program quality. ITERS-3 assesses both environmental provisions and teacher-child interactions that affect the broad developmental milestones of infants and toddlers, including: language, cognitive, social-emotional and physical development as well as concern for health and safety.
Building on extensive feedback from the field as well as vigorous new research on how best to support infant and toddler development and learning, the authors have revised and updated the widely used Infant/Toddler Environment Rating Scale. ITERS-3 is the next-generation assessment tool for use in center-based child care programs for infants and toddlers up to 36 months of age. ITERS-3 focuses on the full range of needs of infants and toddlers and provides a framework for improving program quality. Further, the scale assesses both environmental provisions and teacher-child interactions that affect the broad developmental milestones of infants and toddlers, including: language, cognitive, social-emotional and physical development, as well as concern for health and safety. ITERS-3 is appropriate for state- and district-wide QRIS and continuous quality improvement, program evaluation by directors and supervisors, teacher self-evaluation, monitoring by agency staff, and teacher training programs. The established reliability and validity of the scale make it particularly useful for research and program evaluation. While the approach to assessing quality and the scoring process remain the same for the new ITERS-3, users will find the following improvements informed by extensive use of the ITERS in the field and by the most recent research: Enhanced focus on interactions and the role of the teacher. Six new language and literacy Items. A new Item on beginning math experiences. Expanded age range to include children from birth to 36 months. A new approach to scoring based solely on observation of ongoing classroom activity (3-hour time sample). The elimination of the parents/staff subscale and teacher interviews, freeing up time for observing more actual classroom practice. Improved indicator scaling, providing more precise and useful scores for use in professional development and self-improvement. Reduced emphasis on the number of materials, along with greater emphasis on how materials are used to encourage learning. Suitable for use in inclusive and culturally diverse programs, ITERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Books Activities Interaction Program Structure
This fully updated new edition of The Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment remains the leading reference for those seeking to understand and assess mental health in infants and young children. Detailing the latest empirical research on measures and methods of infant and young child assessment and providing clinically applicable information for practitioners, this handbook takes a closer look at current developmentally based conceptualizations of mental health function and dysfunction in infants and young children as well as current and new diagnostic criteria in specific disorders such as sensory modulation dysfunction, autism spectrum disorders, affective disorders, and post-traumatic stress disorder. Presented in four sections, chapters correspond to four broad themes: contextual factors in early assessment; temperament and regulation in assessment of young children; early problems and disorders; and translation and varied applied settings for assessment. Each chapter presents state of the science information on valid, developmentally based clinical assessment and makes recommendations based on developmental theory, empirical findings, and clinical experience. Chapters have been added to this second edition covering family assessment, early care and educational environments, new approaches for distinguishing temperament from psychopathology, assessing language, and implementing second stage screening and referral. The volume recognizes and highlights the important role of developmental, social, and cultural contexts in approaching the challenge of assessing early problems and disorders. This new, updated volume will be an ideal resource for teachers, researchers, and a wide variety of clinicians and trainees including child psychologists and psychiatrists, early interventionists, and early special educators.
Introduction to Early Childhood Education provides current and future educators with a highly readable, comprehensive overview of the field. The underlying philosophy of the book is that early childhood educators’ most important task is to provide a program that is sensitive to and supports the development of young children. Author Eva L. Essa and new co-author Melissa Burnham provide valuable insight by strategically dividing the book into six sections that answer the “What, Who, Why, Where, and How” of early childhood education. Utilizing both NAEYC (National Association for the Education of Young Children) and DAP (Developmentally Appropriate Practice) standards, this supportive text provides readers with the skills, theories, and best practices needed to succeed and thrive as early childhood educators.
The long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale®, ECERS-3, focuses on the full range of needs of preschool- and kindergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including: Cognitive Social-emotional Physical Health and safety ECERS-3 also includes additional Items assessing developmentally appropriate literacy and math activities. Designed for preschool, kindergarten, and child care classrooms serving children 3 through 5 years of age, ECERS-3: Provides a smooth transition for those already using ECERS-R. Emphasizes the role of the teacher in creating an environment conducive to developmental gains. Is designed to predict child outcomes more accurately and with greater precision. Provides a stronger method of distinguishing between good and truly excellent programs. Offers a complete training program with ongoing support available at the Environment Rating Scales Institute (ERSI) website (www.ersi.info). ECERS-3 is appropriate for state and district-wide QRIS and continuous improvement; program evaluation by directors and supervisors; teacher self-evaluation; monitoring by agency staff; and teacher education. The established reliability and long term evidence of validity of the ERS family of instruments make this new version of ECERS particularly useful for RTTT-ELC accountability and research. Suitable for use in inclusive and culturally diverse programs, ECERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Literacy Learning Activities Interaction Program Structure
The Holistic Care and Development of Children from Birth to Three provides students and practitioners with the knowledge and understanding they need to meet the complex needs of babies and toddlers. With a focus on the fundamentally holistic nature of young children’s development, and emphasising the role of play, and the emotional and physical environment throughout, the book shows its reader how to maximise each and every opportunity for learning when caring for the under threes. The text addresses both theory and practice, foregrounding the vital link between the two as the reader learns how to integrate theoretical approaches into their own setting and ways of working. From personal, physical, social and emotional development, to cooperation with parents, SEN and enabling environments, a wealth of topics are discussed in the depth and detail required to ensure that children can be given the best possible start in their critical first three years. Throughout the book, the following features help the reader to reflect on, and develop their own practice: ‘Case Studies’ put key topics in context ‘Reflective Questions’ help the reader test and consolidate their knowledge of key topics ‘Review your Practice’ boxes invite the reader to reflect on their own practice ‘Further Reading and Research’ suggestions inspire independent study in key areas. The book is also supported by a companion website featuring links to relevant videos and articles, as well as an interactive flashcard glossary.
The thought of a looming Ofsted inspection can send even the most positive practitioner into a panic. Julian Grenier leads you through the new updated Ofsted framework, and shows you how to navigate the process. He focuses on doing what is best for children and families to build long-lasting and effective provision that can be maintained before, during and after inspection. This new edition includes: • More downloadable templates and resources • Detailed coverage of the curriculum, and the new ‘Quality of education’ judgement • Guidance on working with parents and carers to ensure their voices are part of the Ofsted inspection process This book is ideal for Headteachers, EYFS co-ordinators, Nursery Managers and Early Years practitioners.
This is the Spanish edition of the revised and updated Infant/Toddler Environment Rating Scale(R). ITERS-3 is the next-generation assessment tool for use in center-based child care programs for infants and toddlers up to 36 months of age. Escala de Calificación del Ambiente para Bebés y Niños Pequeños, (R) ITERS-3, ha sido revisada y actualizada, según las valoraciones de la investigación en la práctica y en curso acerca de cómo apoyar el desarrollo y aprendizaje del bebé y del niño en edad de caminar. Esta herramienta de evaluación de última generación se usa en programas de cuidado infantil en centros infantiles para bebés y niños en edad de caminar hasta los 36 meses de edad. La ITERS-3 se enfoca en la gama completa de necesidades de los bebés y los niños en edad de caminar y proporciona la infraestructura para mejorar la calidad del programa. Evalúa las disposiciones del ambiente y las interacciones entre el maestro y el niño que abarcan todas las etapas del desarrollo de los bebés y de los niños en edad de caminar: del lenguaje, cognitivo, socio-emocional y físico, así como las preocupaciones por la salud y la seguridad. La ITERS-3 es adecuada para los QRIS estatales y distritales y para el mejoramiento continuo de la calidad, para los programas de evaluación a cargo de directores y supervisores, para la autoevaluación de los maestros, para la supervisión del personal de la agencia y para los programas de capacitación de los maestros. La establecida confiabilidad y validez de la escala la hacen particularmente útil para la investigación y la evaluación de los programas. El enfoque para la evaluación de la la calidad y el proceso de calificación sigue siendo el mismo para la ITERS-3, y los usuarios encontrarán las siguientes mejoras surgidas del uso frecuente de la ITERS en la práctica y de la investigación más reciente: Un enfoque mejorado en las interacciones y el papel del maestro. Seis ítems nuevos de lenguaje y lectoescritura. Un ítem nuevo sobre experiencias iniciales con las matemáticas. Un rango de edad expandido para incluir niños desde el nacimiento hasta los 36 meses. Un nuevo enfoque para calificar basado exclusivamente en la observación de actividades en desarrollo en el salón de clase (tiempo de muestra de 3 horas). La eliminación de la subescala de los padres y el personal y de las entrevistas con el maestro, lo que deja tiempo libre para cumplir con prácticas más vigentes en el salón de clases. Una escala escala mejorada de los indicadores, que ofrece calificaciones más precisas y útiles para su uso en el desarrollo profesional y la autosuperación. Énfasis reducido en la cantidad de materiales, junto con un mayor énfasis en la manera como se usan los materiales para estimular el aprendizaje. Aptas para su uso en programas inclusivos y culturalmente diversos, las subescalas de la ITERS-3 evalúan: Espacio y muebles - Rutinas de cuidado personal - Lenguaje y libros - Actividades - Interacción - Estructura del programa
Building on feedback from the field, as well as current research on supporting young children’s development and learning, the authors have revised and updated the widely used Family Child Care Environment Rating Scale®. FCCERS-3 is the next-generation assessment tool for use in home-based child care programs for children from infancy through school age (birth to age 12). FCCERS-3 focuses on the full range of needs of the wide age-range of children often found in family child care programs. Further, the scale assesses both environmental provisions and provider-child interactions that contribute to children’s learning and development, including language, cognitive, social-emotional, and physical development, as well as concerns for health and safety. FCCERS-3 is appropriate for state- and district-wide QRIS and continuous quality improvement, for provider self-assessment, and as a learning or monitoring tool within networks of family providers. The established reliability and validity of the scale make it particularly useful for research and program evaluation with family child care programs. While the approach to assessing quality and the scoring process remain the same for the new FCCERS-3, users will find the following improvements informed by extensive use of the FCCERS in the field and by the most recent research: Enhanced focus on interactions and the role of the provider.Six new language and literacy Items.A new Item on math experiences.A new approach to scoring based solely on observation of ongoing program activity (3-hour time sample).The elimination of the Parents and Provider subscale and provider interview, freeing up time for observing more actual programming.Improved indicator scaling, providing more precise and useful scores for use in self-improvement and professional development.Reduced emphasis on the number of materials, along with greater emphasis on how materials are used to encourage learning. Suitable for use in inclusive and culturally diverse programs, FCCERS-3 subscales evaluate: Space and Furnishings Personal Care RoutinesLanguage and BooksActivitiesInteractionProgram Structure
For the last forty years, J. Ronald Lally has worked with state and federal agencies to improve services for infants and toddlers in the United States and abroad. In this new book, Lally paints a stark picture of how our babies have been forced to shoulder the fallout of massive societal changes over the past 60 years—changes that have resulted in less access to their parents, longer time spent in child care, and substandard child care and services. For Our Babies features the resonant voices of American parents speaking of their hopes, worries, and frustrations living in a country with too few parental and child supports. It describes American parents’ general lack of awareness about how little they receive from their state and federal governments compared to parents living in other countries. This important book includes crucial testimony from developmental psychologists, child care providers, health and mental health professionals, economists, specialists in brain development, and early learning educators about how policy and practices must change in the United States if parents are to raise children who will become healthy, productive members of society. This book is part of the For Our Babies initiative. Visit the website, which includes an author blog, at www.forourbabies.org. J. Ronald Lally is the co-director of the Center for Child and Family Studies at WestEd, an educational research and development laboratory in San Francisco. He created the Program for Infant and Toddler Care and is one of the founders of Zero to Three: National Center for Infants, Toddlers, and Families. “Lally is right. Our economy and our society will be stronger if public policies do more to help raise healthy babies. I applaud his tireless efforts to increase national awareness about the critical importance of improving early childhood development for all families.” —U.S. Congressman George Miller (D-CA-11) “Dr. Lally’s book sensitively captures the tension in knowing that infants at birth are both full of unlimited developmental potential and at the same time desperately dependent on their surroundings. And, thankfully, it is filled with ways to act on his informed and urgent plea for action to change policy and practice.” —Carol Brunson Day, President, Brunson Phillips & Day, Inc. “Professor Lally draws on a lifetime of working with infants to review and synthesize the research about the importance of the first 3 years of life, and what babies need—especially from their relationships with parents and caregivers—to thrive developmentally and socially. He then paints a disturbing picture of how present policies are failing young children—the invisible neglect. This book is a ‘must read’ for all who care about young children and their future.” —Frank Oberklaid, Director, Centre for Community Child Health, Royal Children’s Hospital Melbourne “This is a clarion and moving call on behalf of our most vulnerable and valuable citizens, our amazing babies. It gathers together the freshest and broadest knowledge of what they need to flourish and contrasts this to the myriad ways our policies and practices consistently fail them. For Our Babies is an energizing, enlightening, and wholly loving book.” —Jeree Pawl, Clinical Pyschologist, Board of Directors, Zero to Three “Lally and others, including some of the economists cited in this book, have shown how investments in quality early education and preventive healthcare will more than pay for themselves when children reach adulthood. . . . This book is a starting place for urgently needed dialogue that will finally lead to action.” —From the Foreword by T. Berry Brazelton and Joshua Sparrow, Harvard University