Evaluation

Suggestions for Evaluating and Improving the Kindergarten Program

The following section was adapted and reprinted with permission from Diane Trister Dodge, A Guide for Supervisors and Trainers on Implementing the Creative Curriculum for Early Childhood, Third Edition, copyright 1993 by Teaching Strategies, Inc. P.O. Box 42243, Washington, D.C. 20015, pages 28 to 52.

The Environment

The Environment should be well organized and planned to support positive interactions and to meet individual and group needs.

What You Should See Why

Clearly defined activity centres that accommodate one to five children. Young children work best in small groups where they can learn to relate to other children, establish friendships and solve problems together.

Use of low furniture to define areas, allowing teachers to see into all areas, while at the same time giving children a sense of privacy. Use of low furniture to define work space helps children concentrate because they are not distracted by activities in other areas. At the same time, teachers can see the children to ensure their safety.

Centres set up for different kinds of activities: dramatic play, art, blocks, table toys, books, sand and water, and large muscle activities. An important goal of early childhood education is to help children learn to make their own choices. In order to do this, the choices must be obvious to them.

Noisy centres separated from quiet centres; for example, the blocks and imaginative play centres located together, separated from quiet-time relaxation and writing centres. Children will be better able to focus on activities and less distracted.

Materials displayed on low shelves where children can reach what they need. When the materials are readily accessible, children learn to take responsibility for their environment and develop self- esteem.

Private hideaways and soft spaces where children can relax and be alone or with a friend; e.g., large pillows, rugs, rocking chairs, platforms and couches. Children who spend hours in a group environment need a place to relax that is soft and comforting. This is very important for their mental health and promotes positive behaviour.

Materials displayed on shelves near where they will be used, and picture labels showing where each object belongs. Logical grouping of materials promotes their appropriate use. Labelling the place for each object helps children maintain the environment and conveys the message that order is valued.

Pictures on the walls at the children's eye level; their work should be displayed, as well as selected pictures relevant to the children's interests. Children may not notice pictures that are far above their eye level. Displaying their work conveys respect for their efforts.

What You Should See	Why
Clearly defined activity centres that accommodate one to five children.	Young children work best in small groups where they can learn to relate to other children, establish friendships and solve problems together.
Use of low furniture to define areas, allowing teachers to see into all areas, while at the same time giving children a sense of privacy.	Use of low furniture to define work space helps children concentrate because they are not distracted by activities in other areas. At the same time, teachers can see the children to ensure their safety.
Centres set up for different kinds of activities: dramatic play, art, blocks, table toys, books, sand and water, and large muscle activities.	An important goal of early childhood education is to help children learn to make their own choices. In order to do this, the choices must be obvious to them.
Noisy centres separated from quiet centres; for example, the blocks and imaginative play centres located together, separated from quiet-time relaxation and writing centres.	Children will be better able to focus on activities and less distracted.
Materials displayed on low shelves where children can reach what they need.	When the materials are readily accessible, children learn to take responsibility for their environment and develop self- esteem.
Private hideaways and soft spaces where children can relax and be alone or with a friend; e.g., large pillows, rugs, rocking chairs, platforms and couches.	Children who spend hours in a group environment need a place to relax that is soft and comforting. This is very important for their mental health and promotes positive behaviour.
Materials displayed on shelves near where they will be used, and picture labels showing where each object belongs.	Logical grouping of materials promotes their appropriate use. Labelling the place for each object helps children maintain the environment and conveys the message that order is valued.
Pictures on the walls at the children's eye level; their work should be displayed, as well as selected pictures relevant to the children's interests.	Children may not notice pictures that are far above their eye level. Displaying their work conveys respect for their efforts.

Warning Signs That the Environment Is Not Working

Children's behaviour is a clue to assessing the appropriateness of the environment. Changes should be considered if children are often observed doing the following:

consistently running in the classroom
wandering around looking for things to do
repeating the same activity over and over again
remaining uninvolved and unable to stick with an activity
having extreme difficulty sharing
using materials destructively
shouting from one area to the next and creating a high noise level
crawling under tables or on shelves
resisting cleaning up
consistently depending on adults for the things they need.

Listed below are some examples of inappropriate environments for preschool children and the possible reasons that teachers may have had for organizing the environment in these ways.

Warning Signs Why This Might Be Happening

Shelves and furniture are arranged against the wall with lots of open spaces that encourage children to run. Teachers sometimes do this if the room is small, with the idea of giving children more space. They may feel it is the only way for them to see all the children at once.

Walls are cluttered with too many pictures far above the children's eye level. Teachers may have used their own height to determine where to put displays. They may feel that lots of pictures make the room more attractive.

The same materials are out day after day and the children are bored with them. Teachers may feel they don't have the time to rotate materials or the resources to acquire new ones.

There are no quiet, comfortable areas where children can get away and be by themselves. Teachers sometimes use only what is provided in the room and don't consider it their role to create new spaces or add to the environment.
Strategies for Improving the Environment

Warning Signs	Why This Might Be Happening
Shelves and furniture are arranged against the wall with lots of open spaces that encourage children to run.	Teachers sometimes do this if the room is small, with the idea of giving children more space. They may feel it is the only way for them to see all the children at once.
Walls are cluttered with too many pictures far above the children's eye level.	Teachers may have used their own height to determine where to put displays. They may feel that lots of pictures make the room more attractive.
The same materials are out day after day and the children are bored with them.	Teachers may feel they don't have the time to rotate materials or the resources to acquire new ones.
There are no quiet, comfortable areas where children can get away and be by themselves.	Teachers sometimes use only what is provided in the room and don't consider it their role to create new spaces or add to the environment.

Use an environmental rating scale to evaluate the classroom. (Titles which include environmental rating scales can be found in Children First: A Bibliography for Kindergarten Saskatchewan Education, 1994)
Observe children's behaviour and identify ways in which the environment may be supporting and encouraging this behaviour.
Discuss observations with the principal and work together towards improving the situation.

Materials and Equipment

The success of each activity centre depends on the selection and display of the equipment and materials that are housed in each centre. There should be a rich supply of materials that are rotated or replaced often enough to maintain children's interest and continually challenge them.

What You Should See Why

Materials and equipment appropriate for the age and stage of development of the children in the room. Children should experience success and at the same time be sufficiently challenged to learn new skills and concepts.

Materials relevant to the cultural backgrounds and life experiences of the children. Children need materials they can relate to through past experience before they are asked to learn new concepts. Cultural relevancy is important for identity and self-esteem.

Materials and equipment in good repair with no sharp edges, peeling paint or splinters. For safety reasons, all materials and equipment must be in top repair at all times.

Sufficient quantities of materials and multiple sets when possible. Young children are better able to share materials when they first have experienced having enough.

Materials in each interest area that reflect the curriculum and specific interests of the children. For example, if the children have been visiting a construction site near the school, teachers might add hard hats and lunch pails to the imaginative play centre; wires, pipes and construction vehicles to the block building centre; and books about buildings to the quiet-time relaxation centre. Children learn by interacting with real objects and recreating their firsthand experiences. Materials in each interest area should reflect the children's experiences or interests.

Materials that vary in complexity (e.g., puzzles with varying numbers of pieces; play dough and perhaps a box of utensils for children to use, if they wish). Children of similar ages can be at very different stages of development. Materials and equipment should allow all children to experience success.

Materials displayed with picture labels to show where each object or set of objects belongs when not in use. Displays tell children that everything has a place and helps them find and return materials when they are finished. Clean up becomes a self-correcting matching game.

Toys with small pieces stored in dishpans or containers that enable children to reach what they need. Such storage prevents children from having to spill everything out to find what they need.

Materials that are used together displayed as a group. Grouping together all materials that are used together tells children how materials are to be used and what goes together.

Materials that are nonsexist; e.g., men's dress-up clothes in the imaginative play centre; community helpers showing men and women in all roles in the block building centre; books and pictures showing women in leadership roles and men in nurturing roles. Materials should also be multicultural; e.g., chopsticks in the imaginative play centre. Nonsexist materials help children learn that both boys and girls can assume nurturing roles in the family and choose from a wide range of jobs and professions. Materials that reflect various cultures help children develop self-esteem and appreciation for others.

Soft materials as well as hard ones; e.g., pillows, play dough, fingerpaint, clay, sand and water. Soft materials are relaxing and soothing to children.

What You Should See	Why
Materials and equipment appropriate for the age and stage of development of the children in the room.	Children should experience success and at the same time be sufficiently challenged to learn new skills and concepts.
Materials relevant to the cultural backgrounds and life experiences of the children.	Children need materials they can relate to through past experience before they are asked to learn new concepts. Cultural relevancy is important for identity and self-esteem.
Materials and equipment in good repair with no sharp edges, peeling paint or splinters.	For safety reasons, all materials and equipment must be in top repair at all times.
Sufficient quantities of materials and multiple sets when possible.	Young children are better able to share materials when they first have experienced having enough.
Materials in each interest area that reflect the curriculum and specific interests of the children. For example, if the children have been visiting a construction site near the school, teachers might add hard hats and lunch pails to the imaginative play centre; wires, pipes and construction vehicles to the block building centre; and books about buildings to the quiet-time relaxation centre.	Children learn by interacting with real objects and recreating their firsthand experiences. Materials in each interest area should reflect the children's experiences or interests.
Materials that vary in complexity (e.g., puzzles with varying numbers of pieces; play dough and perhaps a box of utensils for children to use, if they wish).	Children of similar ages can be at very different stages of development. Materials and equipment should allow all children to experience success.
Materials displayed with picture labels to show where each object or set of objects belongs when not in use.	Displays tell children that everything has a place and helps them find and return materials when they are finished. Clean up becomes a self-correcting matching game.
Toys with small pieces stored in dishpans or containers that enable children to reach what they need.	Such storage prevents children from having to spill everything out to find what they need.
Materials that are used together displayed as a group.	Grouping together all materials that are used together tells children how materials are to be used and what goes together.
Materials that are nonsexist; e.g., men's dress-up clothes in the imaginative play centre; community helpers showing men and women in all roles in the block building centre; books and pictures showing women in leadership roles and men in nurturing roles. Materials should also be multicultural; e.g., chopsticks in the imaginative play centre.	Nonsexist materials help children learn that both boys and girls can assume nurturing roles in the family and choose from a wide range of jobs and professions. Materials that reflect various cultures help children develop self-esteem and appreciation for others.
Soft materials as well as hard ones; e.g., pillows, play dough, fingerpaint, clay, sand and water.	Soft materials are relaxing and soothing to children.

Warning Signs That Materials and Equipment Are Inappropriate

Several warning signs can alert teachers to the need to work on the selection and display of materials and equipment. By considering the possible causes for these signals, strategies can be identified to improve the situation.

Children are constantly fighting over materials and toys.
Warning Signs Why This Might Be Happening

Children depend on adults to complete tasks they start and appear frustrated when they can't get immediate assistance. The materials selected may be too difficult for the children to handle on their own.

Children don't clean up materials when they are finished. At clean up time, materials are placed anywhere in the room. Children may not know where things go because there are no labels or specified places for materials.

Boys tend to ignore the imaginative play centre and girls are rarely seen in the block building centre or large physical activity centre. The messages conveyed by interactions and/or materials may be sexist.

Children do the same things over and over, using materials in a repetitive way and losing interest quickly. The materials may not be complex enough to maintain interest (e.g., new utensils may be needed in the water table or new props in the block building centre).

Teachers may be requiring too much sharing when they could provide multiple sets of materials, as well as more choices that interest the children.

Warning Signs	Why This Might Be Happening
Children depend on adults to complete tasks they start and appear frustrated when they can't get immediate assistance.	The materials selected may be too difficult for the children to handle on their own.
Children don't clean up materials when they are finished. At clean up time, materials are placed anywhere in the room.	Children may not know where things go because there are no labels or specified places for materials.
Boys tend to ignore the imaginative play centre and girls are rarely seen in the block building centre or large physical activity centre.	The messages conveyed by interactions and/or materials may be sexist.
Children do the same things over and over, using materials in a repetitive way and losing interest quickly.	The materials may not be complex enough to maintain interest (e.g., new utensils may be needed in the water table or new props in the block building centre).
Teachers may be requiring too much sharing when they could provide multiple sets of materials, as well as more choices that interest the children.

Strategies for Improving Equipment and Materials

Review the "Activity Centres and Resources" section of this guide and consider what additional items should be obtained or changed.
Share any warning signs you have noted with the principal; discuss the possible causes and what could be done to address the problem.
Ask for parents/caregivers' assistance in making materials and labels for the classroom.

Program Structure: Schedule and Routines

Every classroom should have a schedule posted that defines the daily program. The sample schedules in this guide can be adapted to meet the specific requirements of individual programs. Kindergarten children feel more comfortable when there is a reasonably consistent schedule and set of routines that they follow each day. Attention to daily routines, such as clean up, and transition periods can make the daily program run more smoothly.

What You Should See Why

Clearly defined periods of the day, from the opening of the classroom to the departure of the last child. All adults in the classroom, including substitutes, should know the daily schedule and be able to follow a consistent sequence of activities.

A balance of active and quiet times during the day. Young children need lots of active play but they also tire easily. The schedule should reflect a good balance of both kinds of activity periods.

Many opportunities for children to be in small groups. Young children learn best in small group activities rather than in a large group where they can't be actively involved and are required to sit still.

Provision for children to play outdoors daily. Children need fresh air and a place to run, jump and play actively.

Sufficient time allocated for transitions and routines such as clean up, putting on gym shoes. Routines are important learning times and children should not be rushed through these periods of the day.

Time periods appropriate to the developmental abilities of the children; e.g., Kindergarten children cannot be expected to sit still for 40 minutes of circle time. Behaviour problems can be averted by adjusting the schedule to the abilities of the children. Just because children will sit if we ask them to doesn't mean that they are learning from this activity.

Sufficient time allocated for children to select their own activities and play for an extended time; e.g., approximately one hour of free play for half-day programs and approximately two hours for full-day ones. Children learn best when they can select activities that interest them and when they have time to see a project through to completion. These are skills we want to encourage in Kindergarten.

What You Should See	Why
Clearly defined periods of the day, from the opening of the classroom to the departure of the last child.	All adults in the classroom, including substitutes, should know the daily schedule and be able to follow a consistent sequence of activities.
A balance of active and quiet times during the day.	Young children need lots of active play but they also tire easily. The schedule should reflect a good balance of both kinds of activity periods.
Many opportunities for children to be in small groups.	Young children learn best in small group activities rather than in a large group where they can't be actively involved and are required to sit still.
Provision for children to play outdoors daily.	Children need fresh air and a place to run, jump and play actively.
Sufficient time allocated for transitions and routines such as clean up, putting on gym shoes.	Routines are important learning times and children should not be rushed through these periods of the day.
Time periods appropriate to the developmental abilities of the children; e.g., Kindergarten children cannot be expected to sit still for 40 minutes of circle time.	Behaviour problems can be averted by adjusting the schedule to the abilities of the children. Just because children will sit if we ask them to doesn't mean that they are learning from this activity.
Sufficient time allocated for children to select their own activities and play for an extended time; e.g., approximately one hour of free play for half-day programs and approximately two hours for full-day ones.	Children learn best when they can select activities that interest them and when they have time to see a project through to completion. These are skills we want to encourage in Kindergarten.

Making Transitions and Routines Work

Transitions can often be unsettling times for young children. They are the in-between times when children are moving from one activity to the next--from clean up to circle time, from outdoor play to library, etc. They can become problem periods when children who have nothing to do choose to run around, take out toys that have already been put away, and generally be disruptive. Waiting is not easy for young children and when they are not purposefully occupied, they find something to do that may not fit in with the teacher's plans.

Similarly, routines such as drinking at the water fountain are an important part of the daily program. Attention to making routines into comfortable learning times can greatly enhance the program and make life easier for teachers.

What You Should See Why

Children given sufficient warning before a transition period to complete what they are doing and prepare for the next activity. Young children respond better when they are not surprised by an immediate command to change what they are doing. They are more likely to cooperate when they have time to complete what they have started.

Teachers explaining what is coming next and what is expected. For example, "In a few minutes we'll be getting ready for gym. This means everyone will need to put on their gym shoes." Children feel more in control when they know what is expected of them and why.

Children going in small groups to wash hands, prepare for outdoor time and so on, rather than all children going at once. When children are in small groups, less waiting time is required.

Children meaningfully involved in transition activities such as washing paintbrushes, setting table for special snack, etc. These housekeeping chores are learning times for children and give them an important role in classroom maintenance.

What You Should See	Why
Children given sufficient warning before a transition period to complete what they are doing and prepare for the next activity.	Young children respond better when they are not surprised by an immediate command to change what they are doing. They are more likely to cooperate when they have time to complete what they have started.
Teachers explaining what is coming next and what is expected. For example, "In a few minutes we'll be getting ready for gym. This means everyone will need to put on their gym shoes."	Children feel more in control when they know what is expected of them and why.
Children going in small groups to wash hands, prepare for outdoor time and so on, rather than all children going at once.	When children are in small groups, less waiting time is required.
Children meaningfully involved in transition activities such as washing paintbrushes, setting table for special snack, etc.	These housekeeping chores are learning times for children and give them an important role in classroom maintenance.

Warning Signs That the Program Structure Is Not Working

Warning Signs Why This Might Be Happening

Children seem confused about where they are expected to be and what they are expected to be doing. Teachers may be inconsistent in following the schedule and fail to help children learn the daily sequence of events.

Children can be found sitting for long periods of time; e.g., 40 minutes at circle time. Sometimes teachers think that direct teaching is the best way to teach children new skills and concepts. They do not believe that children learn best when they are actively involved.

Children are running a lot in the classroom and have trouble getting involved in activities. It may be that the schedule does not have a balance of active and quiet activities, and the children need more time to run and use their large muscles.

Children are taken outside only in good weather. Teachers do not always understand the importance of outdoor play for children's health and well-being.

Teachers are constantly trying to get children to stay in line and be orderly as they go through daily routines. Children tend to wander away and have to be brought back to the group. Transitions may not be planned or designed for Kindergarten children. Teachers sometimes try to get the whole group through a routine rather than dividing them into small groups, with each group meaningfully occupied.

During free play, teachers watch children and take a break. They organize choices but do not record observations, actively interact with children or try to extend their play. Teachers may not appreciate the value of free play as the principal learning time for young children.

Most of the routine tasks, such as preparing tables for snacks and cleaning up, are performed by the teacher while children wait for the next activity. Teachers sometimes fail to appreciate the learning opportunities for children in routines. In trying to be efficient and get routine tasks finished teachers assume all responsibilities themselves.

Warning Signs	Why This Might Be Happening
Children seem confused about where they are expected to be and what they are expected to be doing.	Teachers may be inconsistent in following the schedule and fail to help children learn the daily sequence of events.
Children can be found sitting for long periods of time; e.g., 40 minutes at circle time.	Sometimes teachers think that direct teaching is the best way to teach children new skills and concepts. They do not believe that children learn best when they are actively involved.
Children are running a lot in the classroom and have trouble getting involved in activities.	It may be that the schedule does not have a balance of active and quiet activities, and the children need more time to run and use their large muscles.
Children are taken outside only in good weather.	Teachers do not always understand the importance of outdoor play for children's health and well-being.
Teachers are constantly trying to get children to stay in line and be orderly as they go through daily routines. Children tend to wander away and have to be brought back to the group.	Transitions may not be planned or designed for Kindergarten children. Teachers sometimes try to get the whole group through a routine rather than dividing them into small groups, with each group meaningfully occupied.
During free play, teachers watch children and take a break. They organize choices but do not record observations, actively interact with children or try to extend their play.	Teachers may not appreciate the value of free play as the principal learning time for young children.
Most of the routine tasks, such as preparing tables for snacks and cleaning up, are performed by the teacher while children wait for the next activity.	Teachers sometimes fail to appreciate the learning opportunities for children in routines. In trying to be efficient and get routine tasks finished teachers assume all responsibilities themselves.

Strategies for Improving Program Structure

Review the daily schedule and make adjustments if problems are noted.
Illustrate the schedule with pictures to help children follow the sequence of each day.
If children are required to sit in a group and listen for long periods of time, readjust the schedule to accommodate more active learning.

Activities and Experiences

In planning activities for all activity centres, teachers should be guided by an understanding of how children learn. The following principles can be used as guidelines in designing activities.

Socio-emotional development is closely related to cognitive development. Children must feel secure in the environment and good about themselves if they are to learn and grow optimally.
Children learn best through their active interactions with people and objects in their immediate environment. They explore, try out ideas, see what happens and attempt to make sense of the results based on the knowledge they already have.
New experiences, skills and information should be closely related to what children already know and what they can do.
Activities and experiences should begin with the simple and move to the more complex, from the concrete to the more abstract.
Children use their whole bodies and their senses in learning about the world around them.
When children can select their own activities and their choices are respected, they tend to select activities that are appropriate for their abilities and that maintain their interest and involvement.

What You Should See	Why
Children working in small groups on individual or self-selected activities.	Young children learn best in small groups where they can actively engage in interactions with peers, while working on tasks that interest them.
Children acquiring concepts and skills through meaningful activities such as playing with blocks, measuring sand and water, sorting and classifying materials, drawing and painting, and observing changes around them.	Learning takes place when children have a chance to try out their ideas and see for themselves the results of their actions.
Activities planned each day to allow children to use large muscles freely; e.g., jumping, running, climbing.	Physical and mental health and development depend on opportunities to continually practice new skills and refine them.
Activities planned for children to develop small muscle skills; e.g., placing pegs in a board, cutting, painting, constructing with small blocks.	Development of small muscles is a prerequisite to writing and other refined tasks.
Children engaged in activities that enable them to represent their ideas; e.g., using art materials, telling stories, participating in dramatic play.	In representing their ideas, children are learning to think abstractly and are preparing for reading. In order to read, children must understand that words represent ideas.
Many opportunities for children to learn that reading and writing have meaning; e.g., a rich assortment of books, regular story times in the schedule and during free play, use of charts in the room.	Children will be motivated to read and write if they understand that words have meaning. Teaching letters and numbers before children have acquired this understanding is inappropriate.
Teachers continually observing children and interacting as appropriate to facilitate children's use of materials; e.g., adding new materials when needed and making suggestions to extend children's play.	Teaching young children means guiding and facilitating their learning, not telling them the answers or what to do.
Questions designed to encourage children to think and express their ideas; teachers accepting more than one right answer and encouraging creative thinking.	Important goals during the Kindergarten year are to help children develop self-confidence as learners and to promote creative thinking. If children know their responses will be respected, they are more willing to freely share their ideas.
Children engaged in project work, cooperating together for a common goal; e.g., making a mural, planning an event, recreating a city in the block corner, studying a topic in depth, preparing a meal.	Working together, children learn to respect the ideas of others, to contribute to a joint effort, and to develop social skills.
Teacher-directed activities that are meaningful for the children; e.g., reciting fingerplays, singing, listening to a story, playing a game.	There should be a balance of child-initiated and adult- initiated activities. What is important is that children are meaningfully involved.

Warning Signs the Activities and Experiences are Inappropriate

Warning Signs Why This Might Be Happening

Activities planned focus entirely on cognitive development and rote learning, with little consideration for socio-emotional and physical needs. Teachers may feel that school is for learning and that cognitive development is most important. They feel most comfortable in a teaching role.
Children are usually expected to complete the same tasks together. This way of structuring activities is similar to the school experiences of the teachers, and they feel it is appropriate for young children.
Most activities are directed by teachers for the whole group. Children are expected to sit quietly and follow directions. Teachers may feel that they are preparing children for Grade 1 in this way.
Art activities tend to be product-oriented. Teachers prepare cut shapes for the children to use in prescribed ways. The product may be more valued than the process. Teachers may want the children to have something to show their parents/caregivers and to display in the room.

Worksheets and workbooks are used to help children learn skills and concepts. These activities keep children quiet. Adults mistakenly believe that children will learn from worksheets.

Activities stress academic learning such as recognizing and writing the alphabet and numbers or colouring predrawn shapes. It is easier for teachers to design these kinds of activities than to plan for children's active learning.

Children are required to sit quietly and listen in a group, raise their hands if they have something to say, and take turns giving answers to questions posed by the teacher. Teachers may feel that this is appropriate behaviour for children who will soon be going to Grade 1.

Warning Signs	Why This Might Be Happening
Activities planned focus entirely on cognitive development and rote learning, with little consideration for socio-emotional and physical needs.	Teachers may feel that school is for learning and that cognitive development is most important. They feel most comfortable in a teaching role.
Children are usually expected to complete the same tasks together.	This way of structuring activities is similar to the school experiences of the teachers, and they feel it is appropriate for young children.
Most activities are directed by teachers for the whole group. Children are expected to sit quietly and follow directions.	Teachers may feel that they are preparing children for Grade 1 in this way.
Art activities tend to be product-oriented. Teachers prepare cut shapes for the children to use in prescribed ways.	The product may be more valued than the process. Teachers may want the children to have something to show their parents/caregivers and to display in the room.
Worksheets and workbooks are used to help children learn skills and concepts.	These activities keep children quiet. Adults mistakenly believe that children will learn from worksheets.
Activities stress academic learning such as recognizing and writing the alphabet and numbers or colouring predrawn shapes.	It is easier for teachers to design these kinds of activities than to plan for children's active learning.
Children are required to sit quietly and listen in a group, raise their hands if they have something to say, and take turns giving answers to questions posed by the teacher.	Teachers may feel that this is appropriate behaviour for children who will soon be going to Grade 1.

Strategies for Developing Appropriate Activities

Read materials that advocate developmentally appropriate practice. Several are included in Children First: A Bibliography for Kindergarten, Saskatchewan Education, Training and Employment, 1994.
Focus on the environment as the setting for appropriate activities, rather than considering only the content to be taught.
Attend workshops designed to assist educators in understanding the value of children learning through active involvement with materials and people.

Supportive Interactions and Positive Social Development

The quality of the program and the success of the curriculum depend to a great extent on the interactions that take place between adults and children. In a developmentally appropriate program, teachers respond to the children in ways that demonstrate a knowledge of their stage of development and an appreciation of individual needs.

The atmosphere in the room reflects the quality of the interactions. Lively chatter should be heard from children talking and working together and adults reacting to children's ideas, questions and concerns. Teachers should be genuinely interested in what children are doing, how they are feeling, and what they have to say. Teacher expectations should reflect a recognition of what children can realistically understand and do at their stage of development. Cooperation and real caring among children and between children and adults should be evident.

What You Should See Why
Teachers responding to children's needs and questions quickly and positively; distressed children being comforted and helped to deal with problems constructively. Children develop a sense of trust and self-esteem when adults are responsive to their needs. They learn that they are important and worthy people.
Teachers kneeling down when talking to a child. Children feel more respected when adults are at their level.
Teachers demonstrating respect for children's feelings and ideas even if they don't agree. Each individual child's feeling are real for him or her. Children's feelings and concerns should always be respected.
Teachers stating what they want to see happening, not just the behaviour they want stopped. Stating desired behaviour gives children constructive feedback on what they can do, as well as what is not acceptable.
Teachers establishing clear rules and limits for behaviour and applying them consistently and calmly. Children respond better when they know what is expected and when they feel the rules are enforced fairly.
Teachers helping children resolve conflicts and learn to work out solutions to their problems. Problem-solving is an important social and cognitive skill for children to develop in Kindergarten. The ability to work out solutions to problems builds self-esteem.
Reinforcement of cooperative behaviour; children encouraged to work together and to care for one another. When children acquire skills in working with others, their self-esteem grows and they have fewer behaviour problems.
Children helped to understand other points of view and to accept individual differences. The ability to see things from another perspective is an important cognitive skill, and is critical to living successfully in a group.
Teachers providing encouragement and suggestions to enable children to solve problems on their own, complete a challenging task, and learn from their mistakes. When so encouraged, children gain confidence, self-esteem, and a true understanding of new concepts.
Teachers trying to help children develop friendships and supporting children's efforts to renegotiate friendships when necessary. The ability to make friends and renegotiate friendships is a skill central to children's mental health. Children who leave the preschool years feeling friendless are likely to experience social and learning problems in later life.

What You Should See	Why
Teachers responding to children's needs and questions quickly and positively; distressed children being comforted and helped to deal with problems constructively.	Children develop a sense of trust and self-esteem when adults are responsive to their needs. They learn that they are important and worthy people.
Teachers kneeling down when talking to a child.	Children feel more respected when adults are at their level.
Teachers demonstrating respect for children's feelings and ideas even if they don't agree.	Each individual child's feeling are real for him or her. Children's feelings and concerns should always be respected.
Teachers stating what they want to see happening, not just the behaviour they want stopped.	Stating desired behaviour gives children constructive feedback on what they can do, as well as what is not acceptable.
Teachers establishing clear rules and limits for behaviour and applying them consistently and calmly.	Children respond better when they know what is expected and when they feel the rules are enforced fairly.
Teachers helping children resolve conflicts and learn to work out solutions to their problems.	Problem-solving is an important social and cognitive skill for children to develop in Kindergarten. The ability to work out solutions to problems builds self-esteem.
Reinforcement of cooperative behaviour; children encouraged to work together and to care for one another.	When children acquire skills in working with others, their self-esteem grows and they have fewer behaviour problems.
Children helped to understand other points of view and to accept individual differences.	The ability to see things from another perspective is an important cognitive skill, and is critical to living successfully in a group.
Teachers providing encouragement and suggestions to enable children to solve problems on their own, complete a challenging task, and learn from their mistakes.	When so encouraged, children gain confidence, self-esteem, and a true understanding of new concepts.
Teachers trying to help children develop friendships and supporting children's efforts to renegotiate friendships when necessary.	The ability to make friends and renegotiate friendships is a skill central to children's mental health. Children who leave the preschool years feeling friendless are likely to experience social and learning problems in later life.

Warning Signs That Interactions Are Inappropriate

Warning Signs Why This Might Be Happening
Teachers talk down to children or shout from across the room. Teachers may not recognize the importance of kneeling down to the child's level and feel that a loud voice is more effective with young children.
Teachers constantly correct children and belittle them for forgetting the rules. Teachers may lack the skills to guide children's behaviour in positive ways.
Children are often made to sit in a time-out chair when they have broken a rule or seem out of control. Time-out is seen as an acceptable form of punishment and an alternative to physical punishment. Teachers do not always consider that it can be emotionally abusive and should be used only as a last resort.
Teachers focus on misbehaviour and fail to look for the causes. It takes time to examine what might be causing a child's misbehaviour and teachers may not have the skills or experience to do this.
Standards for behaviour are not appropriate for children; e.g., high demands for sharing are placed on children, long waiting periods between activities. Teachers may not understand child development and feel it is their role to get children to conform to adult standards.

Warning Signs	Why This Might Be Happening
Teachers talk down to children or shout from across the room.	Teachers may not recognize the importance of kneeling down to the child's level and feel that a loud voice is more effective with young children.
Teachers constantly correct children and belittle them for forgetting the rules.	Teachers may lack the skills to guide children's behaviour in positive ways.
Children are often made to sit in a time-out chair when they have broken a rule or seem out of control.	Time-out is seen as an acceptable form of punishment and an alternative to physical punishment. Teachers do not always consider that it can be emotionally abusive and should be used only as a last resort.
Teachers focus on misbehaviour and fail to look for the causes.	It takes time to examine what might be causing a child's misbehaviour and teachers may not have the skills or experience to do this.
Standards for behaviour are not appropriate for children; e.g., high demands for sharing are placed on children, long waiting periods between activities.	Teachers may not understand child development and feel it is their role to get children to conform to adult standards.

Strategies for Developing Positive Interactions

Clarify the purpose of providing positive guidance and the importance of promoting social development.
Read materials that identify examples of positive interactions.Several are included in Children First: A Bibliography for Kindergarten, Saskatchewan Education, Training and Employment, 1994.
Examine what might be causing inappropriate student behaviour and consider ways to improve student/teacher interactions.

Individualizing

Individualization is central to Children First. Each child is a unique individual with special abilities, interests and learning styles.

What You Should See Why
Teachers taking time to observe children during free play and to note insights they gain about each child's abilities, interests and needs. Careful observation of children in their natural environment is the best way to determine each child's real abilities and needs.
Asked about a particular child, teachers describe accurately the child's abilities and accomplishments, as well as goals and objectives for promoting the child's growth. All teachers should recognize that each of the children are unique individuals with their own strengths, needs and interests.
Children making choices regarding what activities they want to engage in and how to use the materials. Self-selection enables children to participate in activities that are of interest to them.
Teachers responding to children in ways that demonstrate they know the children well and are taking into account their individual needs. Daily interactions with each child provide excellent opportunities to meet individual needs.
Selected and displayed materials that reflect an understanding that children in the room are at different developmental levels and need to find materials that interest and challenge them. One of the easiest ways to individualize is to offer children choices that are appropriate for their growing abilities and interests.
Teachers paying attention to children who are less verbal, as well as to those who have a lot to say and who demand the attention of adults. It is easy to ignore quiet children unless teachers have made a point to get to know each child.

Space, materials and activities modified for children with disabilities. When children with disabilities are mainstreamed, the environment should be adapted to enable each child to participate as fully as possible.
Teachers involved during free play periods in interactions with one child or a small group of children. It is not difficult to individualize the program when teachers are accustomed to working with children in small groups.

What You Should See	Why
Teachers taking time to observe children during free play and to note insights they gain about each child's abilities, interests and needs.	Careful observation of children in their natural environment is the best way to determine each child's real abilities and needs.
Asked about a particular child, teachers describe accurately the child's abilities and accomplishments, as well as goals and objectives for promoting the child's growth.	All teachers should recognize that each of the children are unique individuals with their own strengths, needs and interests.
Children making choices regarding what activities they want to engage in and how to use the materials.	Self-selection enables children to participate in activities that are of interest to them.
Teachers responding to children in ways that demonstrate they know the children well and are taking into account their individual needs.	Daily interactions with each child provide excellent opportunities to meet individual needs.
Selected and displayed materials that reflect an understanding that children in the room are at different developmental levels and need to find materials that interest and challenge them.	One of the easiest ways to individualize is to offer children choices that are appropriate for their growing abilities and interests.
Teachers paying attention to children who are less verbal, as well as to those who have a lot to say and who demand the attention of adults.	It is easy to ignore quiet children unless teachers have made a point to get to know each child.
Space, materials and activities modified for children with disabilities.	When children with disabilities are mainstreamed, the environment should be adapted to enable each child to participate as fully as possible.
Teachers involved during free play periods in interactions with one child or a small group of children.	It is not difficult to individualize the program when teachers are accustomed to working with children in small groups.

Warning Signs That Teachers Are Not Individualizing the Program

Warning Signs Why This Might Be Happening
Teachers direct all activities according to a predetermined plan, whether or not the children seem interested and involved. The focus is on what is to be taught and what the teachers want all children to learn rather than on the particular needs and interests of individual children in the group.
Standardized tests are the sole means used to determine each child's abilities and needs. Teachers may feel they need to use standard measures to identify what children can and can't do as a basis for teaching them.
Teachers use the results of these tests to drill children so they can "do better". Teachers may feel this the best way to prepare children for Grade 1.
As a rule, activities are planned for the whole group rather than allowing time for children to select their own activities and work alone or in small groups. Teachers feel that children learn more during teacher- directed activities.
Individual folders on each child contain no anecdotal records, observation checklists, rating scales, samples of the child's work, or notations from information sharing sessions with parents/caregivers. Teachers may not have the skills they need to observe children and to document their observations.
The art work displayed all looks the same. Children are being given precut shapes and models to follow to produce "all-of-a-kind" art work. Teachers may be expecting everyone to conform to adult standards.

Warning Signs	Why This Might Be Happening
Teachers direct all activities according to a predetermined plan, whether or not the children seem interested and involved.	The focus is on what is to be taught and what the teachers want all children to learn rather than on the particular needs and interests of individual children in the group.
Standardized tests are the sole means used to determine each child's abilities and needs.	Teachers may feel they need to use standard measures to identify what children can and can't do as a basis for teaching them.
Teachers use the results of these tests to drill children so they can "do better".	Teachers may feel this the best way to prepare children for Grade 1.
As a rule, activities are planned for the whole group rather than allowing time for children to select their own activities and work alone or in small groups.	Teachers feel that children learn more during teacher- directed activities.
Individual folders on each child contain no anecdotal records, observation checklists, rating scales, samples of the child's work, or notations from information sharing sessions with parents/caregivers.	Teachers may not have the skills they need to observe children and to document their observations.
The art work displayed all looks the same.	Children are being given precut shapes and models to follow to produce "all-of-a-kind" art work. Teachers may be expecting everyone to conform to adult standards.

Strategies for Individualizing

Include several samples of children's work, anecdotal records, observation checklists, rating scales, and notes from meetings with parents/caregivers in students' assessment portfolios or files.
Read materials that explain how teachers can individualize to meet the needs of each child. Several are included in Children First: A Bibliography for Kindergarten, Saskatchewan Education, 1994.
Conduct regular meetings with parents/caregivers and other teaching staff concerning individual children. Discuss observations of each child's abilities, interests and needs, and jointly develop goals for each child and strategies for achieving these goals.

Parent/Caregiver Involvement

Basic to implementing Children First is a commitment to establishing a partnership with parents/caregivers and to sharing information regularly about each child's progress. When parents/caregivers are involved in meaningful ways, everyone benefits.

What You Should See Why
Teachers greeting parents/caregivers by name. Parents/caregivers are a crucial part of the program their children attend, and they need to develop a sense of trust in the adults who care for their children.
Teachers showing concern for parents/caregivers' feelings when separation is difficult or the child has had a bad day. Genuine concern for the parents/caregivers' needs builds a strong bond between teachers and parents.
Clear, concise messages sent home often to share information on the program and to communicate about individual children. Regular messages ensure that all parents/caregivers receive the same information and that there is frequent communication about each child.
Signs posted in each interest area conveying what children are learning and how parents/caregivers can participate in extending their play. When parents/caregivers take time to volunteer in the classroom, everything should be done to ensure that the experience is successful.
Parents/caregivers are encouraged to participate in the program by sharing a skill or interest or some aspect of their cultural heritage. Parents/caregivers have a lot to contribute to the program.
A comprehensive orientation program is held. Parents/caregivers will be more comfortable and supportive if they know what to expect.
Regularly scheduled meetings to discuss topics of interest to parents/caregivers, to hear guest speakers, and to learn about the curriculum. The more parents/caregivers know about the program, the more they can support the efforts of the teaching staff to promote children's growth and development.
Parent/caregiver information sharing sessions held to share the progress of each child; documentation of the results in each child's folder. Parent/caregiver information sharing sessions are an excellent way to gain a total understanding of each child and how to best meet each child's needs.

What You Should See	Why
Teachers greeting parents/caregivers by name.	Parents/caregivers are a crucial part of the program their children attend, and they need to develop a sense of trust in the adults who care for their children.
Teachers showing concern for parents/caregivers' feelings when separation is difficult or the child has had a bad day.	Genuine concern for the parents/caregivers' needs builds a strong bond between teachers and parents.
Clear, concise messages sent home often to share information on the program and to communicate about individual children.	Regular messages ensure that all parents/caregivers receive the same information and that there is frequent communication about each child.
Signs posted in each interest area conveying what children are learning and how parents/caregivers can participate in extending their play.	When parents/caregivers take time to volunteer in the classroom, everything should be done to ensure that the experience is successful.
Parents/caregivers are encouraged to participate in the program by sharing a skill or interest or some aspect of their cultural heritage.	Parents/caregivers have a lot to contribute to the program.
A comprehensive orientation program is held.	Parents/caregivers will be more comfortable and supportive if they know what to expect.
Regularly scheduled meetings to discuss topics of interest to parents/caregivers, to hear guest speakers, and to learn about the curriculum.	The more parents/caregivers know about the program, the more they can support the efforts of the teaching staff to promote children's growth and development.
Parent/caregiver information sharing sessions held to share the progress of each child; documentation of the results in each child's folder.	Parent/caregiver information sharing sessions are an excellent way to gain a total understanding of each child and how to best meet each child's needs.

Warning Signs That Parents/Caregivers Are Not Meaningfully Involved

Warning Signs Why This Might Be Happening
Teachers complain about the parents/caregivers interfering in the program. Teachers may not take the time to explain the program to parents/caregivers and to respond to their concerns and wishes.
Parents/caregivers view teachers as the experts and feel they have no role in the program. Teachers may not feel comfortable explaining the program or defining a role for parents/caregivers.
An orientation program is not held or is not very informative. Teachers may not feel comfortable explaining the program or defining a role for parents/caregivers.
Parent/caregiver meetings are poorly attended, and teachers assume there is a lack of interest. Parents/caregivers may need more support. Meetings should be responsive to their interests and needs.

Warning Signs	Why This Might Be Happening
Teachers complain about the parents/caregivers interfering in the program.	Teachers may not take the time to explain the program to parents/caregivers and to respond to their concerns and wishes.
Parents/caregivers view teachers as the experts and feel they have no role in the program.	Teachers may not feel comfortable explaining the program or defining a role for parents/caregivers.
An orientation program is not held or is not very informative.	Teachers may not feel comfortable explaining the program or defining a role for parents/caregivers.
Parent/caregiver meetings are poorly attended, and teachers assume there is a lack of interest.	Parents/caregivers may need more support. Meetings should be responsive to their interests and needs.

Strategies for Getting Parents/Caregivers Involved

Meet with the principal to discuss your observations on the level of parent/caregiver involvement and to plan strategies for enhancing the involvement of parents/caregivers in the program.
Design a survey of parents/caregivers on what issues they would like to have addressed at a meeting.
Plan an open house when parents/caregivers can visit the classroom and learn about the program through hands-on activities.
Develop posters for each interest area explaining what children arelearning and how to extend their learning. Invite parents/caregivers to visit and participate in the program.
Plan a workshop on how to conduct a parent/caregiver conference, using role plays to practice suggested approaches.

Copyright, 1993, Teaching Strategies, Inc. Adapted and reprinted with permission. For more information, please contact Teaching Strategies, Inc., Washington, D.C. at the following, email address: TS17543@aol.com, phone 800-637-3642 or 202-362-7543 or write to: P.O. Box 42243, Washington, DC, 20015.