The Early Childhood Environment Rating Scale (ECERS) measures child care quality from a global perspective. The ECERS ranks 37 aspects of a child care program on a scale from one to seven. A score of one reflects inadequate care, or care that does not meet basic custodial needs. A score of three reflects adequate care that meets custodial needs and also meets some developmental needs. A score of five reflects care that meets custodial and developmental needs and also demonstrates positive interaction between caregivers and children. A score of seven indicates a high quality child care program that meets basic custodial needs, demonstrates developmentally appropriate practices in policies and programs and encourages positive interactions between caregiver and children, amongst children and staff, between staff and parents, and between the centre and the community.
The needs of ethnocultural and special populations are addressed in the ECERS but the scales have been seen as lacking in their ability to support and promote the anti-bias approach in a pro-active way. This tool was developed in an effort to fill that gap and provide child care operators with a resource that would support the anti-bias approach to caring for and educating young children.
The ECERS provides a series of "Notes for Clarification" alongside its scale items in order to provide further information to raters. The Notes section elaborates on qualifiers like ÒadequateÓ and ÒsufficientÓ. The Notes section is ideal for interpretation and illustration of specific issues.
The following "Notes for
Clarification" section will correspond with the sub-scales of the Early
Childhood Environment Rating Scale, (ECERS), the Infant and Toddler Environment
Rating Scale, (ITERS), & the School Age Care Environment Rating Scale
(SACERS). It might be used as a
companion to the Scales and can be applied to all age groups and settings with
modifications. The ECERS, the ITERS, and SACERS share common categories of
measurement in their sub-scales.
For the purposes of this paper, the following categories, common to all
the scales, are identified:
¥ Interactions
(Staff/Child, Staff/Parent/Family, Child/Child, Child & Family/Community)
¥ Health
& Safety/Basic Care
¥ Space,
Furnishings and Display for Children
¥ Language/Culture
¥ Activities
(Fine and Gross Motor, Learning and Creative)
¥ Adult
Needs (Staff and Parents/Families)
¥ Curriculum/Program
Structure
How To Use
The purpose of this companion document is to
provide operators with a tool to assess their program as it relates to
addressing diversity and providing an anti-bias curriculum and approach for the
children and families it serves.
In preparing to conduct a complete ECERS evaluation, the operator may supplement her review
with consideration of the special needs of ethnocultural children and children
with disabilities in her program.
Anti-bias program delivery is recognized to
exist on a continuum. Some
operators will recognize the descriptions and may feel equipped to rate their
program against them, others will find this discussion very new. The objective is to raise awareness and
keep in mind that a range of children attend early childhood programs in
Ontario and all are valued, reflected and respected in their child care
programs.
It should be noted that no one at the Frank
Porter Graham Development Centre has reviewed or approved this anti-bias tool.
This is one early childhood personÕs interpretation of how anti-bias
measurement/assessment might be measured while also using the ECERS tool.
The Categories
Interactions Staff/Child,
Staff/Parent/Family, Child/Child, Child & Family/Community
Research shows that the interaction between
staff and child is the most critical factor related to quality in child care. High quality interactions are:
- developmentally
appropriate
- responsive,
positive, stimulating
- not
controlling, restrictive, harsh or detached.
In high quality interactive environments that
respect and reflect the diversity of the children and families in its program,
adults respond quickly and directly to children's needs, messages and
questions. Adults are able to
adapt their responses to children's differing needs, styles and abilities. A number and variety of opportunities
for children to communicate are provided.
Health and Safety/Basic Care/Personal Care
Routines
These are routines that are associated with the
comfort, health, safety and well-being of the children. This includes activities related to
diapering, toileting, grooming, personal hygiene practices. Care routines related to diversity
include the ability to respect a child's cultural norms while introducing
Canadian norms and respecting regulations, for example, health and safety
issues may arise and differences between accepted practices of a culture and
legislative requirements.
Space, Furnishings and Displays for Children
The availability, maintenance and arrangement
of space, furnishings and display that are regularly used with children are
important in the discussion of addressing diversity. Furniture, storage shelves, and display space necessary to
provide personal care and an educational program have a vital role to play.
Language/Culture
The use of materials, activities and teaching
interactions that can support and facilitate children's communication skills
regardless of ability and/or primary language. This category includes the
child's and familyÕs socio-economic status (SES) and their class, status in the
community (landed immigrant, refugee).
Activities (Fine and Gross Motor, Learning
and Creative)
Learning activities and materials should be
concrete, real, and relevant to the children and reflect an understanding and
acceptance of their personal histories and their world outside of the child
care program.
Adult Needs (Staff and Parents/Families)
The provision of space, equipment and
accommodations for the adults in the early childhood environment, including
teachers, parents and other family members. Staff have personal comfort needs and professional
needs. Parents/family members have
personal needs for reassurance and inclusion, as well as information and skill
development needs to help assist them in their parenting role.
Programs/centres recognize that people other
than the parents "parent" the child. Extended family members are included in parenting education
and/or information events and in sharing news/information about the child's
day. This is especially relevant in Aboriginal communities.
Curriculum/Program Structure
Curriculum/Program Structure as it relates to
an anti-bias approach is key.
Everything that happens to children when they enter the child care
program is curriculum. Therefore,
as well as separating out pieces like "personal care" and "gross
motor activities", it is important to note and ensure that transition
times as well as structured activities are examined for which framework they
are delivered in.
Overriding Consideration
Not all practices are appropriate to include in
the activities of the child care program.
Some families needs and/or expectations may be too difficult to
implement. Addressing diversity
and measuring the cultural sensitivity of the child care program is a balance
between respecting each child's individuality and the needs, both regulatory
and practically, of the child care program. Operators, board members, and staff need to be aware of
practices that may conflict with Canadian law and policies. This enables the child care program to
adapt, include or exclude the familyÕs request, with explanation, where
possible.
NOTES FOR CLARIFICATION:
HEALTH and SAFETY/BASIC CARE/PERSONAL CARE
Greeting/departing
- entrances
to the child care centre/program are welcoming to all children and families
- signage is appropriate and understandable to all families, including ESL families, e.g. important notices are translated and/or adapted
- Aboriginal
opening and closing ceremonies are integrated where appropriate.
- nursing
mothers are accommodated
- food
is acknowledged as an important component of many cultures and religious
celebrations
- various
ways of eating are modelled and practised
- negative
comments about food are handled sensitively and appropriately
- prior
to snack/meal time, consideration and modifications are made for children with
food allergies, lactose intolerance, dietary regulations, religious and
cultural requirements
- leftover
food is used in future preparations (example, may be composted).
- meditation,
yoga and other relaxation methods may be used in nap/rest time
- modifications
are made for individual children based on their needs.
- family
expectations of toileting and toilet training are respected and reinforced by
the program (example, preferences for cloth or paper diapers are honoured)
- adaptations
are made for children whose families teach washing rather than wiping, using
only one hand for toileting.
- all
children are complimented on appearance
- children's
questions and comments about skin colour, hair texture, physical features,
dress, etc. are responded to openly and in a manner which facilitates
understanding and respect.
- images
accurately reflect people's lives, both working and being with their families
are displayed
- images
of women and men are shown doing jobs in the home and jobs outside the home
- women
and men are shown doing a variety of jobs, including factory work,
hairdressing, sales, doctor, teacher
- images
of elderly people are shown doing different activities
- images
of differently abled people of various backgrounds are shown at work and with
their families
- images
of diversity in family styles are shown, single mothers and single fathers,
extended and inter-generational families, same-sex parents, interracial
families, differently abled families.
- children
are exposed to a variety of languages, including sign and Braille
- multi-lingual
books are available
- books
in the child's native language are available
- books
reflect the lives of people from a range of racial and cultural groups and
include people with disabilities and from all classes
- books
used are free of cultural, racial, gender and other stereotypes
- visual
props are used to balance shortcomings or enhance context of books
- staff
pick up on verbal and non-verbal communication of all children and respond
similarly with girls as with boys,
with differently abled children as with abled children, with children of
all colours, cultures and classes.
ACTIVITIES (Fine and Gross Motor, Learning and Creative)
- all
children are offered encouragement to use of gross motor equipment (girls as
well as boys, abled children as well as children with disabilities)
- staff
provide adapted opportunities for children with disabilities to interact
actively and independently with materials and with other children
- children's
cultural and individual learning styles are respected by the program and staff
adapt activities.
- tan,
brown and black paper, paint, collage materials, play dough and skin-tone
crayons are available
- natural
materials are used to make art
- children's
art is used for functional as well as decorative purposes
- scissors
and other art materials are adapted for use by children with disabilities and
other special needs
- all
children are encouraged to express themselves through art (boys as well as
girls, abled children as well as children with disabilities).
- all
children are encouraged to express themselves through music/movement (e.g.,
boys as well as girls, abled children as well as children with disabilities)
- children
are exposed to and learn songs and simple dances from a variety of cultures
- musical
instruments reflect a wide range of cultures
- music
selection is varied in rhythms, instruments, and language.
- pictures
and photographs of all types of homes and buildings in the community and in the
world are displayed
- girls
are encouraged as much as boys to play with blocks
- children
with disabilities are encouraged as much as able-bodied children to play with
blocks.
- dolls
and materials represent both sexes and a variety of cultural groups and job
roles
- play
products used display multi-lingual labels reflecting the languages of children
- props
used reflect the ethnocultural reality, not just the dominant culture
- props
expand the child's understanding of cultures by suggesting alternative methods
of cooking, eating, cleaning
- props
support the notion of a variety of people's lifestyles and jobs, including
their work so briefcases as well as purses and tool boxes as well as
typewriters are available
- boys
and girls are equally encouraged to participate in dramatic play activities.
ADULT NEEDS (Staff and Parents/Families)
- parents/families
share in decisions about their children's care and education
- parents/families
observe and participate in the child's program
- staff
establishing and maintain contact with parents/families
- family
members other than parents are welcomed in the program
- appropriate
translation and interpretation is available for meetings and for written
communication
- communication
occurs in forms other than exclusively written, recognizing the functionally
illiterate
- meetings
are held at times that meet the needs of the family schedules, dietary
requirements are considered and adapted
- program
refers families to other appropriate social services, including those who are
able to work with them in their own language
- bulletin
boards for parent use and information are accessible in language and physical
location.
- staff
provide adapted opportunities for children with limitations to allow active and
independent interactions
- programs
provide for a wider range of developmental interests and abilities than the
chronological age range of the group would suggest
- staff
are prepared to meet the needs of children who exhibit interests and skills
outside the typical developmental range.
References
Bob
Franklin, Ed. The Rights of Children.Basil Bakwill, 1986.
Gyda Chud
and Ruth Fahlman. Early Childhood Education for a Multicultural Society. Pacific Education Press, 1985.
Louise
Derman-Sparks and the A.B.C. Task Force.
Anti-Bias Curriculum: Tools for empowering young children. NAEYC, 1989.
Sue Bredekamp,
Ed. Developmentally Appropriate Practice in Early Childhood Programs Serving
Children From Birth through Age 8.
NAEYC, 1986.
Bernice
Weissbourd and Judith Musick, Eds.
Infants: Their social
environments. NAEYC, 1981.
Darla
Ferris Miller. First Steps
Toward Cultural Difference:
Socialization in Infant/Toddler Day Care. Child Welfare League of America, 1989.
Wolery,
Mark and Jan S. Wilbers, Eds. Including
Children with Special Needs in Early Childhood Programs. Washington, National Association for
the Education of Young Children, Research Monograph Volume 6, 1994.
Canadian
Council for Multicultural and Intercultural Education, Multiculturalism and
Education, University of Toronto. Multiculturalism/multiculturalism.
Vol. XIV, Nos 2/3 (1992).
Darla
Ferris Miller. First steps
toward cultural difference:
Socialization in Infant/Toddler Day Care.Washington DC: Child
Welfare League of America, Inc., 1989.
Ontario
Ministry of Education and Training.
Antiracism and Ethnocultural Equity in School Boards: Guidelines for Policy Development and
Implementation 1993. Toronto,
1993.
The Roeher
Institute. Quality Child Care
For All: A Guide to Integration. Toronto, 1992.
Mallory,
Bruce L. and Rebecca S. New, Editors. Diversity and Developmentally
Appropriate Practices: Challenges
for Early Childhood Education.
New York: Teacher's College
Press, 1994.
Anti-Racism
Protocol. Ministry of
Community and Social Services, Toronto Area Office. 1994.
Cech,
Maureen. Globalchild: Multicultural Resources for Young Children. Ottawa, 1990.
Graeme,
Jocelyn. Hand in Hand: Multicultural Experiences for Young
Children. Toronto: Addison-Wesley Publishers Limited,
1990.
Hall, Nadia
Saderman and Valerie Rhomberg. The
Affective Curriculum: Teaching the
anti-bias approach to young children.
Toronto, Nelson Canada, 1995.
This anti-bias tool was written by Z. Sonia Worotynec c. 1992.
Contact the author at zsw@vex.net