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76  TOPIC 5 MEASUREMENT OF QUALITY ENVIRONMENT IN EARLY CHILDHOOD EDUCATION (ECE)
(b) Early Childhood Environment Rating Scales (ECERS);
(c) Family Child Care Environment Rating Scale (FCCERS); and
(d) School Age Care Environment Rating Scales (SACERS).
Quality can be determined via two main indicators:
(a) Structural Indicators – This is the kind of mandatory requirements that can be enforced by local authorities. It can often be addressed by regulations and are a minimal basis for quality, for instance state licensing.
(b) Process Quality Indicators – This is the kind of indicator that looks into the care, such as interactions, daily routines, arrangement of space, daily schedules, interaction of children amongst themselves and also the availability of space.
BASIC NEEDS AND QUALITY OF
RATING SCALES
Because a great deal of time is spent at the childcare centres, family day care homes, kindergartens and preschools, educators must ensure that the following three basic needs are balanced for early childhood protection:
(a) The first is the protection of health and safety. ChildrenÊs health and safety refers to childrenÊs physical health and comfort. This includes healthy eating and physical activity and childrenÊs safety and protection from harm.
(b) Secondly, children need constant emotional support. Children who become strong in their social and emotional well-being are resilient and confident learners. These are children who are able to cope with normal everyday challenges and frustrations. In most cases, they are able to recognise and feel good about their own achievements and share othersÊ success too.
(c) Finally, meaningful opportunities of learning must also be balanced for early childhood protection. When children are given the opportunities to use materials and resources for learning, they will become engaged and involved in learning. This, in, turn will produce active learners who can develop multiple skills and understanding. Meaningful opportunities like these provide richer and deeper learning.
5.1
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