Child and staff initiated; and 29. Individualized teaching and learning 5.3 Most KAR staff directed activities allow children to be successful. ECERS-3 Item 34 Structured and spontaneous. 29. Individualized teaching and learning 5.3 Most KAR staff directed activities allow children to be successful. ECERS-3 Item 34 Provides supervised time for children to use 28. Supervision of gross motor: 7.1 Staff initiate KAR and small muscles to increase their physical vigorous gross motor activity for part of the gross skills. motor time. 7.2 Staff help children develop new skills, ECERS-3 including how to use equipment that requires more advanced skill. participation Provides appropriate guidance while children 28. Supervision of gross motor: 5.1 Careful KAR use equipment and materials that promote supervision occurs in order to ensure children’s children’s physical growth. safety. ECERS-3 Possible Examples of Exemplary Practice to Highlight on the P2R Document: The district has an indoor play area that is used by the preschool students during gross motor if weather does not permit going outside. It has developmentally appropriate equipment and wheeled toys for the students to use. It is 51’ 4” X 36’ 8” allowing approximately 94 square feet of space for each child. The teachers provide a planned activity during gross motor for children who choose to participate. Outdoor space is used as an extension of the indoor classroom and is organized to allow for additional practice of a variety of skills (literacy, math, fine motor, art), not just those typically found outdoors. 12. Equipment and Materials - 704 KAR 3:410 Section 6 The equipment and materials are: Consistent with specific educational objectives of NA KAR the local program; Consistent with the cultural and ethnic background Classroom KAR 26. Promoting acceptance of diversity: 5.3 of the children; materials include at least 4 of the 5 types of diversity. 7.1 Inclusion of diversity is observed as part of ECERS-3 learning activities, in addition to diversity in materials.
Child and staff initiated; and 29. Individualized teaching and learning 5.3 Most staff directed activities allow children to be successful. Item 34 KAR ECERS-3 Structured and spontaneous. 29. Individualized teaching and learning 5.3 Most staff directed activities allow children to be successful. Item 34 KAR ECERS-3 Provides supervised time for children to use and small muscles to increase their physical skills. 28. Supervision of gross motor: 7.1 Staff initiate vigorous gross motor activity for part of the gross motor time. 7.2 Staff help children develop new skills, including how to use equipment that requires more advanced skill. KAR ECERS-3 participation Provides appropriate guidance while children use equipment and materials that promote children’s physical growth. 28. Supervision of gross motor: 5.1 Careful supervision occurs in order to ensure children’s safety. KAR ECERS-3 Possible Examples of Exemplary Practice to Highlight on the P2R Document: The district has an indoor play area that is used by the preschool students during gross motor if weather does not permit going outside. It has developmentally appropriate equipment and wheeled toys for the students to use. It is 51’ 4” X 36’ 8” allowing approximately 94 square feet of space for each child. The teachers provide a planned activity during gross motor for children who choose to participate. Outdoor space is used as an extension of the indoor classroom and is organized to allow for additional practice of a variety of skills (literacy, math, fine motor, art), not just those typically found outdoors. 12. Equipment and Materials - 704 KAR 3:410 Section 6 The equipment and materials are: Consistent with specific educational objectives of the local program; NA KAR Consistent with the cultural and ethnic background of the children; 26. Promoting acceptance of diversity: 5.3 Classroom materials include at least 4 of the 5 types of diversity. 7.1 Inclusion of diversity is observed as part of learning activities, in addition to diversity in materials. KAR ECERS-3
ECERS%20vs%20Reg%20P2RCrosswalk.docx