12 Assessment

Child Care Centre Assessment Checklists

Daily and Visual Schedules

Does not meet expectations:

• Daily Schedule is not posted
• Daily Schedule does not balance between structure and flexibility
• Visual Schedule is not accessible

Meets expectations:

• Daily Schedule is posted that indicates time is planned for:
  • Outdoor play
  • Indoor play
  • Child and Staff initiated learning experiences
  • Time to meet children’s physical needs
  • Photographs in Visual Schedule include children in the program

Exceeds expectations:

• Alternate arrangements are indicated on the Daily Schedule
• Daily Schedule is seasonally adjusted
• Visual Schedule is seasonally adjusted
• Daily Visual Schedule is referred to

Program Plan

Does not meet expectations:

• A current Program Plan is not posted
• Program Plan does not cover the entire time children are in attendance
• Each room does not have its own Program Plan

Meets expectations:

• The following learning areas are planned and/or documented:
  • One sensory daily
  • One art daily
  • One cognitive daily
  • One language and literacy daily
  • One science and nature weekly
  • One block weekly
  • One music and movement weekly
  • One pretend play weekly
  • Current Program Plan includes descriptions of the learning opportunities
  • Evidence that individual goals of children are incorporated into the Program Plan
  • External agencies/professionals attend meetings to plan appropriately for children with individual support needs
  • Children who do not nap or who wake early are provided with play materials which are documented

Exceeds expectations:

• Evidence of formal programming time given to staff
• Supervisor reviews Program Plans and signs them weekly
• Information is accessible to parents on curriculum model

Learning Experiences

Does not meet expectations:

• Learning experiences offered are not developmentally appropriate
• Learning experiences do not promote choice for children
• There is no current documentation which demonstrates that observations of children are used in the development of learning experiences
• The play environment is not arranged into learning areas that are open and accessible throughout the day

Meets expectations:

• Standardized Developmental Screening tool is completed for all children
• Evidence of opportunities to discuss developmental progress with families
• Photo documentation of learning experiences available
• Two or more educational play materials reflecting people with disabilities are accessible in two areas
• Two or more educational play materials reflecting diverse people/cultures are accessible in two areas

Exceeds expectations:

• Activity resources accessible for families
• Portfolios regarding each child’s development are accessible to families
• Enrichment program, in addition to regular program, is included monthly
• Time is scheduled daily for staff to prepare materials in advance of learning experiences

Displays

Does not meet expectations:

• Less than two displays include cultures/races
• More than half of the children’s art work is product-oriented, not process-oriented
• Less than three displays include children’s own artwork as well as adult-made and/or commercial materials
• Displays are not:
  • Reflective of children’s recent activities
  • Developmentally-appropriate
  • Culturally-appropriate and free of bias
  • Displays are not at child’s eye level, as much as possible
  • Displays are arranged in a segregated manner

Meets expectations:

• Displays include children in the room participating in learning experiences
• Two or more displays include people with disabilities
• Displays promote inclusion in daily living

Exceeds expectations:

• Two or more displays are in more than one language
• Two or more displays include family structures
• Displays include family involvement in activities and/or events

Sensory, Science & Nature

Does not meet expectations:

• No materials for science and nature learning experiences
• No materials for sensory learning experiences
• Sensory opportunities are not available throughout the day

Meets expectations:

• Permanent sensory equipment is accessible to children in the play environment
• Three or more developmentally appropriate science and nature equipment and/or materials are accessible
• Opportunities to experience natural objects and/or events.

Exceeds expectations:

• Two or more planned and/or documented sensory learning experiences occur daily
• Sensory learning experiences are planned and/or documented weekly to reflect different senses
• Two or more science and nature learning experiences planned and/or documented weekly
• Science and nature learning experiences planned and/or documented daily

Art

Does not meet expectations:

• No equipment for art learning experiences
• No materials for art learning experiences
• Art opportunities not available throughout the day

Meets expectations:

• Fabric, collage, modelling materials and three or more drawing tools are accessible for independent use
• Three or more art materials include diverse skin tones.

Exceeds expectations:

• Two or more art learning experiences planned and/or documented daily
• Three or more art mediums are used in planned/or documented learning experiences

Language and Literacy Assessment

Does not meet expectations:

• Books are not accessible for independent use
• Books for rotation are not available
• Staff do not read to children daily
• Staff do not verbally label object and actions
• Area does not include soft seating and/or cushions for sitting
• Less than two language and literacy toys or puzzles are accessible
• Less than three books contain real images of people and/or objects

Meets expectations:

• Two or more developmentally appropriate books for each child enrolled are accessible
• Three or more books which include diverse people/cultures are accessible
• Language and literacy opportunities are integrated into one other area
• Two or more book accessories are accessible in the room
• Children have exposure to different languages
• Two or more books which include people with disabilities are accessible

Exceeds expectations:

• Homemade books are accessible
• Three or more books which include people with disabilities are accessible
• Toy bins and shelves are labelled with words and pictures
• Books are incorporated into three or more other learning areas

Music and Accessories

Does not meet expectations:

• Music is not appropriate for the age group
• Staff do not sing to children daily
• Audio playlists are not available
• Musical instruments are not in good condition
• Radio is played when children are present

Meets expectations:

• Three or more different types of music are available to be played to children
• Three or more different types of musical instruments are accessible to children

Exceeds expectations:

• Two or more music and movement learning experiences are planned and/or documented weekly
• Staff sing/play songs from different cultures
• Props are used to enhance music experiences

Physical Play Learning Experiences

Does not meet expectations:

• No planned and/or documented physical play learning experiences
• Staff are not engaged in planned and/or documented physical play learning experiences with the children
• No designated safe space for indoor physical play

Meets expectations:

• Physical play learning experiences are planned and/or documented for both the morning and afternoon
• Developmentally-appropriate physical play learning experiences are planned and/or documented to ensure all children are able to participate

Exceeds expectations:

• Children are given a choice of two or more planned and/or documented physical play learning experiences for both the morning and afternoon
• Two or more types of gross motor equipment are accessible to children in the room

Cognitive & Manipulative and Blocks & Construction

Does not meet expectations:

• Cognitive and manipulative materials are not accessible
• Block and construction materials are not accessible
• Block and construction accessories are not accessible
• Materials are not available for rotation.

Meets expectations:

• Three or more different types of developmentally-appropriate cognitive and manipulative materials are accessible
• Three or more developmentally appropriate block and construction materials are accessible
• Three or more developmentally appropriate block and construction accessories are accessible
• Two complete toys for each child enrolled are accessible

Exceeds expectations:

• One planned and/or documented cause and effect learning experience offered weekly
• One planned and/or documented learning experience offered weekly to enhance knowledge of math concepts
• Block and construction materials include three or more textures
• Two or more block and construction learning experiences are planned and/or documented weekly

Pretend Play

Does not meet expectations:

• Insufficient accessories and equipment for the number of children enrolled
• Accessories and equipment are in poor condition
• Accessories and equipment are not developmentally appropriate

Meets expectations:

• Pretend play area includes real items that are developmentally appropriate
• Mirror is accessible in the pretend play area
• Accessories and equipment reflect cultural diversity
• Accessories and equipment encourage three or more pretend play possibilities that reflect the program plan focus

Exceeds expectations:

• Three or more accessories are culturally diverse
• Child’s full body-length mirror is accessible in the room

Routine Care Practices

• Does not meet expectations:
• Daily information chart is not completed for each child
• Daily information chart is not reviewed with parent/guardian
• Children’s individual schedules are not available
• Staff repeatedly do not follow children’s physical cues

Meets expectations:

• Evidence of documentation for each child’s interactions and/or learning experiences during the day
• Staff are following children’s physical cues

Exceeds expectations:

• Daily information chart is available to be taken home
• Children’s individual schedules are reviewed with parent/guardian based on the child’s cues and stages of development
• Children’s individual schedules are followed by staff

Toileting and Diapering Routines

Does not meet expectations:

• No change table
• Change table is not in good condition
• Children are not given notice of upcoming diaper change
• Washroom is not adapted for use by all children
• Separate covered garbage is not being used for sanitary disposal of soiled diapers

Meets expectations:

• Current Regional Public Health toileting routine is posted
• Current Regional Public Health diapering routine is posted
• Current Regional Public Health potty routine is posted
• Posted procedures for toileting/potty and diapering are followed by staff
• Washroom area includes a mirror at child’s eye level
• Toileting and diapering is viewed as an opportunity to interact with children

Exceeds expectations:

• Child-size sink is accessible in the washroom
• Toileting and diapering is viewed as an opportunity to encourage self-help skills
• Picture symbol schedule depicting diapering and/or toileting routine is visually accessible at child’s eye level

Meals and/or Snack Time

Does not meet expectations:

• Individual children’s needs are not met during meal and/or snack times
• Children do not sit in small groups
• No conversations and/or interactions occur during meal and/or snack times
• Food is not served on dishes or napkins
• Food is used as a reward or punishment

Meets expectations:

• Meal and/or snack times are viewed as a time for socialization and conversation
• Equipment required for seating is appropriate for the size, ability and developmental level of the children
• Adult seating is accessible
• Staff serve food while sitting with children during meal and/or snack times

Exceeds expectations:

• Food preparation area in the room is not used for other uses ❏ Staff use meal and/or snack times as opportunities for enhanced language learning ❏ Children are encouraged to serve themselves

Cots and Bedding

Does not meet expectations:

• Extra bedding is not available
• Cots in poor condition
• Cot set-up interferes with the program

Meets expectations:

• Sheets are changed once a week or sooner if needed
• Cots are disinfected weekly
• Resting environment includes soft music and dimmed lighting
• Cots are designated

Exceeds expectations:

• Areas above cots are free of storage
• Cots are not used for storage

Health & Safety and Toys & Play Equipment Washing

Does not meet expectations:

• Schedule for toy washing does not meet Regional Public Health guidelines
• No schedule for toy washing
• Playground toys are not washed a minimum of two times a year
• First aid kit is not available in the room
• All areas are not kept in a state of good repair
• All areas are not maintained in a hygienic condition
• Play equipment, toys and materials are disorganized

Meets expectations:

• Health-related resources are accessible to families
• Toys and play equipment washing schedule is signed and/or initialled and dated by staff
• All areas are safe
• Toys and play equipment are washed as they become soiled.
• Floor space with suitable floor coverings is available
• Safe storage space available for equipment/toys and materials

Exceeds expectations:

• Safety-related resources are accessible to families
• Transitional toys used prior to meal and/or snack times are washed after each use
• Safety/health resources are accessible to families in their preferred language

Staff and Children’s Hand Hygiene

Does not meet expectations:

• Current Regional Public Health hand-washing procedures are not posted
• Current Regional Public Health hand-washing procedures are not followed
• Sufficient supplies are not accessible to ensure hand-washing is conducted in a hygienic manner.

Meets expectations:

• Current Regional Public Health hand-sanitizing procedures are posted
• Evidence Supervisor reviews hand hygiene expectations with staff

Exceeds expectations:

• A sink is accessible in the room
• Child-size sink is accessible in the room
• Real photographs are used for visual hand-washing procedure

Transitions and Attendance Verification

Does not meet expectations:

• Staff are not the recorders of the children’s arrival and departure times
• Children’s arrival and departure times are not recorded on the Main Attendance Record
• Positive interactions do not occur between staff and children during transitions
• Extended waiting during transitions
• Staff do not prepare children prior to transitions

Meets expectations:

• Arrival and departure times are completed in pen
• Transitions are conducted in a smooth and seamless manner
• Attendance is verbally verified after staff transitions
• Portable attendance travels with each group
• Small groups of children who have left the room are reflected on the Main Attendance Record

Exceeds expectations:

• Written verification of attendance after each staff change
• Transition play materials are available

Positive Atmosphere Assessment

Does not meet expectations:

• Staff shout at children
• Staff use sarcasm, mocking or harsh words
• Staff are repeatedly not welcoming
• Staff repeatedly do not model appropriate positive social behavior.

Meets expectations:

• Staff maintain a positive tone of voice
• Staff are patient
• Staff direct positive attention to all children

Exceeds expectations:

• Staff model positive non-verbal communication skills
• Staff use teachable moments to further develop positive social behaviours
• Staff display empathy

Supervision of Children Assessment

Does not meet expectations:

• Staff unaware of the number of children in the room
• Staff unaware of the location of the children
• Staff are repeatedly unable to balance supervision with interactions
• Staff repeatedly position themselves with their back to the children

Meets expectations:

• Staff work as a team to position themselves so all children are supervised
• Staff anticipate situations to support children’s interactions and activities
• Staff scan the room at all times

Exceeds expectations:

• Staff communicate with each other about the location of children
• Staff are seamlessly weaving from one learning experience to another, balancing support with monitoring and supervision
• Supervision is conducted in a non-disruptive manner

Foster Children’s Independence Assessment

Does not meet expectations:

• Staff repeatedly do not provide time for children to complete tasks
• Staff repeatedly do not allow children to make their own decisions
• Staff repeatedly do not encourage developmentally appropriate self-help skills

Meets expectations:

• Children are provided with choices
• Staff consistently follow the children’s cues

Exceeds expectations:

• Children are provided with choices within their interests
• Staff respond to children’s interests
• Staff create opportunities for enhancing self-help skills through play

Supporting the Development of Self-Esteem Assessment

Does not meet expectations:

• Staff do not demonstrate inclusive practice
• Staff repeatedly give too many directions for a child to follow successfully
• Staff repeatedly do not acknowledge children’s emotions appropriately
• Staff repeatedly do not focus encouragement on how the tasks are completed

Meets expectations:

• Staff demonstrate encouragement
• Staff role-model how to accomplish tasks
• Staff address children by their real name

Exceeds expectations:

• Staff assist children to process their own emotions
• Staff encourage children to identify the emotions of others

Behaviour Guidance Assessment

Does not meet expectations:

• Staff are physically abrupt with children
• Staff repeatedly do not explain consequences in a calm manner
• Staff repeatedly do not reinforce positive behaviour
• Staff repeatedly do not follow through with strategies

Meets expectations:

• Staff use appropriate behaviour guidance strategies
• Staff use developmentally appropriate re-direction strategies

Exceeds expectations:

• Staff respond to all children involved in an incident, to resolve the issue in a calm manner
• Staff model turn taking/sharing
• Staff adapt expectations based on the individual needs of the children

Supporting Communication and Extending Children’s Learning Assessment

Does not meet expectations:

• Staff repeatedly solve the children’s problems immediately
• Staff repeatedly miss opportunities to build children’s knowledge
• Staff repeatedly do not support children to follow through with strategies

Meets expectations:

• Staff support the children’s learning
• Staff extend verbal/non-verbal interactions with materials
• Staff are observed participating in play with children

Exceeds expectations:

• Staff recall past experiences to extend current learning opportunities
• Staff extend children’s vocabulary

Chapter Attribution

Chapter adapted from City of Toronto’s Early Learning and Care Assessment
for Quality Improvement Assessment lists under fair dealing.