In last month's blog post in our family child care (FCC) series, we looked at the first challenge of coding across multiple age levels in family child care homes. This month, we'll explore the second challenge observers often face in FCC settings: what to do when you arrive at a family child care home and there are only a couple of children there.
FCC Challenge #2: Establishing Coding Consistency in Inconsistent Settings
Family homes often operate for extended hours, providing early-morning, late-evening, and even overnight care, and the number of children present at any one time can vary from setting to setting, day to day, hour to hour. Parents sometimes need to drop off their school-aged child before the bus comes and they may be present for part of the time you are there. Other children are picked up and dropped off based on their parent’s work schedule, this flexibility being one of the benefits of in-home care for families with non-traditional work schedules. So the question becomes: “How should I proceed with such variability?”
Here are some tips:
The purpose for doing CLASS™ observations can vary. It may be for research, accountability efforts, program planning and evaluation, or professional development and supervision. Giving careful consideration to how the data will be used is also an important part of conducting these observations.
Here are some tips:
What kind of protocol works best for your organization?
Receive timely updates delivered straight to your inbox.
Originally published December 22, 2016
Regard for Student Perspectives as defined by CLASS® is“the degree to which the teacher’s interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view and encourage student responsibility and autonomy.” This often looks like following children's lead so that you can anticipate their needs during an activity.
Understanding how to effectively employ CLASS's Regard for Student Perspectives while maintaining a constructive learning environment can be challenging. In the following paragraphs the fictional preschool professional, Mrs. Jones, will illustrate the indicators of Regard for Student Perspectives at circle time. I’ll then discuss her exemplary examples:
The CLASS® tool’s Instructional Learning Format (ILF) dimension refers to the ways educators enhance engagement. We all know students who are engaged in school regardless of who their teacher is just simply because that is who they are. But, this dimension examines the ways in which educators expand involvement by using a variety of modalities, strategies, and providing hands-on opportunities. This dimension is not about the actual learning that may or may not take place, but rather the “hooks” and methods an educator uses to “set the stage” for learning.
Educators learning about CLASS® are asked to narrate their actions and sportscast their children’s experiences in order to support and encourage healthy language development. Hearing this, many may wonder, “Will people think I’m weird if I start talking to myself in the classroom?”
The answer is no. Self- and parallel talk are beneficial strategies for educators to engage in because they strengthen language rich environments and enhance vocabulary development, all while supporting effective relationship building between teachers and children.