Transcript Bureau of Child Care and Development

Bureau of Child Care
and Development
Research, Planning, and
Development
The health and creativity of a
community is renewed each
generation through its
children.
Given the importance of the first 3 years of life for laying the foundation of a child’s future school and life success, and the fact that many of
our youngest are in non-parental care on a full-time basis, focusing on the quality of care they receive during this critical period of time is
essential.
Research-based
professional development
Intensive and ongoing
job-embedded coaching
and mentoring
Program for Infant
Toddler Caregivers
Develop a shared philosophy
among a network of infant toddler
stakeholders across the state.
Who you are is as important as
what you do in infant toddler work.
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Train 90 people across
stakeholder groups including 12
infant toddler specialists by the
West Ed faculty on the Program
for Infant Toddler Caregivers
Modules 1 & 2 May 04
Modules 3 & 4 Oct. 04
Infant/Toddler Specialists
Hire 12 infant toddler specialists who are managed by OCCRRA
but housed in the Resource and Referral agencies. They will
become certified by PITC and trained to inter-rater reliability on the
ITERS and FDCERS. The specialists will assist infant toddler
care teachers in understanding how infants and toddlers
develop because only then can they understand how to
facilitate their learning and development.
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Hire 12 specialists (April 04)
Train the 12 specialists on PITC (May 04 & October 04)
Train on the ITERS and FDCERS (June 04)
Collect ITERS and FDCERS data (July 04-May 05)
Train on Innovations Curriculum (August 04)
Train on targeted technical assistance (September 04)
Provide technical assistance (beginning October 04)
Provide community-based trainings (beginning Dec. 04)
Data Driven Next Steps
Based on the preliminary findings from the rating scales:
1. Create standardized training focused on health, safety, early learning and diversity. The
Infant Toddler Specialists will deliver this training to centers and the Ready To Learn
Coordinators will deliver this training to family child care providers.
2. The Infant Toddler Specialists will target their technical assistance to centers and family
child care homes that feed into elementary schools that are in academic emergency status.
3. Develop Infant Toddler Guidelines that are aligned to Ohio’s Early Learning Content
Standards to disseminate to parents, providers and policy makers.
Evaluation
Use data to document, reflect,
plan and implement
First Year Questions:
1. What is the quality of infant toddler care?
2. Are there demographic variables that influence
the quality of infant toddler care?
3. What intervention (dosage) strategies yield
increased quality outcomes?
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Recruit a stratified demographic sample of 1,000
infant toddler environments
Randomly assign the infant toddler environments
into one of three intervention groups.
All 1,000 are assessed using either the ITERS or
FDCERS
In addition the high group receives on-site
technical assistance, community based PITC
training and training in the Innovations Curriculum;
the medium group receives community-based
training and the low group receives just the
rating scales scores.
ENVIRONMENTAL RATING SCALES SCORES
FAMILY CHILD CARE PROGRAMS
Category
Q1-6 – Space & Furnishings
Q7-13 – Basic Care
Q14-17 – Language & Reasoning
Q18-26 – Learning Activities
Q27-29 – Social Development
Q30-32 – Adult Needs
TOTAL
Mean
4.00
3.36
4.77
4.35
4.93
6.10
4.36
Lowest scoring items – 3.0 or below
Q#
1. 13
2. 10
3. 11
4. 8
5. 5
6. 3
Item name
Safety
Diapering/toileting
Personal grooming
Meals/snacks
Active physical play
Child-related display
M
1.74
2.04
2.29
2.68
2.78
2.89
STD
1.3
1.6
1.5
2.0
1.7
1.7
Highest scoring items – 5.0 or above
Q#
1. 7
2. 30
3. 27
4. 31
5. 32
6. 14a
7. 28
8. 14b
9. 25
10. 6
Item name
Arriving/leaving
Relationship with parents
Tone
Balancing personal & caregiving responsibilities
Opportunities for professional growth
Informal use of language (I/T)
Discipline
Informal use of language (2yo +)
Schedule of daily activities
Space to be alone (I/T)
M
6.63
6.27
6.17
6.16
5.88
5.68
5.52
5.19
5.11
5.05
STD
1.1
1.2
1.2
1.2
1.5
1.5
1.5
1.4
1.6
1.6
CENTER-BASED INFANT AND TODDLER CLASSROOMS
[Note: Not all items were scored for all classrooms. For some items, “not applicable” was an appropriate
response. In the complete table at the end of this section, the number of cases for each scale item is
given.]
Category
Space & Furnishings
Personal Care Routines
Listening & Talking
Activities
Interaction
Program Structure
Parents & Staff
TOTAL
Mean
4.14
3.00
4.47
3.52
5.30
4.40
5.22
4.19
Lowest scoring items – 3.0 or below
Q#
1.
2.
3.
4.
5.
6.
7.
9
7
8
10
19
11
24
ITEM
Diapering & toileting
Meals & snacks
Nap
Health practices
Blocks
Safety practices
Promoting acceptance of diversity
M
SD
1.89
2.15
2.37
2.51
2.68
2.82
2.98
1.3
1.6
1.9
1.4
1.6
1.7
1.5
Highest scoring items – 5.0 or above
Q#
1. 6
2. 32
3. 36
4. 33
5. 38
25
6. 35
7. 27
8. 37
9. 26
10. 13
Item
Greeting/departing
Provisions for children with disabilities (n = 48)
Staff interaction and cooperation
Provisions for parents
Supervision & evaluation of staff
Supervision of play and learning
Provisions for professional needs of staff
Staff-child interaction
Staff continuity
Peer interaction
Helping children use language
Mean
6.25
6.08
5.74
5.58
5.54
5.54
5.50
5.48
5.31
5.28
5.20
SD
1.5
1.6
1.2
1.1
1.7
1.9
2.0
1.9
1.5
1.4
1.7
Infant and Toddler
Guidelines
Ron Lally and Peter Mangione
facilitated the kick off meeting
held February 16, 2005.
• 62 writing team members representing
diverse expertise and experiences.
• Six domains: Physical health
development; Emotional development;
Social development; Language and
communication development; Cognitive
development; Motor development.
• Writing teams met for 5 months with onsite
technical assistance from WestEd.
• Draft guidelines were submitted to WestEd in
August.
• Statewide focus groups and internet comments
in November, 2005.
• Finished document released on December 14,
2005.
Creating Policy & Practice that
capitalizes on the biological
realities of the children we serve
by utilizing research to find out
what are the right experiences,
the right amounts and the right
time to achieve results.
• Infant Toddler Specialists will target their work
with programs that feed into elementary schools
that are in academic emergency.
• Infant Toddler Specialists will provide centerbased training and the Ready To Learn
Coordinators will provide family child care
training, utilizing common curriculum modules.
I continue to think about
how to solve the following:
• That our culture isn’t lacking in material things,
but in human things.
• That it is people, not programs, that change
children.
• That when relational needs in children are not
met, and their social/emotional fabric begins to
fray, what are the maladaptive ways that emerge
so they can get their needs met?
• How to utilize existing systems/structures
to move forward a quality agenda in light
of little public/legislative will to do so.
• How to keep all of you committed/
energized/productive and innovative when
resources are scarce, support is limited
and demands are increasing.