PQA-R - HighScope
101
Preschool Program Quality Assessment — Revised Manual PQA-R
Transcript of PQA-R - HighScope
© 2019 HighScope Educational Research Foundation
1
Table of Contents
Acknowledgments 2
Introduction to PQA-R Manual 4
Assessment Tool Example 9
Classroom Materials Checklist Example 19
Scoring Guide Introduction and Example 22
Research Base 51
Technical Report 97
© 2019 HighScope Educational Research Foundation 2
Acknowledgments
Many people have worked to bring the Preschool Program Quality Assessment — Revised
(PQA-R) together. We would like to thank the initial revision team: Tomoko Wakabayashi, Jill
Claxton, Eleanor Martin, and Beth Scholz. They took the ideas from the field about what
updates would make the 2003 Preschool PQA a better and more viable tool and turned those
ideas into a working draft assessment. A special thank you to Jeff Beal for his leadership and his
passion for better assessment tools in early childhood classrooms. Beth Hardin, Mary Delcamp,
and Anthony Nielsen provided excellent data collection and coordination throughout the
various trails and implementation year. Several content experts in the world of early childhood
reviewed numerous drafts. We would especially like to thank Sue Bredekamp, Nell Duke, Susan
Fitzpatrick, Susan Hyatt, Kay Neff, Amy Parks, and Tanya Wright for their critical comments that
made the tool better and more relevant. Staff from the Early Childhood Applied Practices team
and HighScope field consultants offered insightful feedback. The data analysis was provided by
Everett Smith and Fernando Andrade. They worked with all staff to ensure accuracy and to
explore ideas. We would also like to extend a heartfelt thank you to members of the Michigan
Department of Education and Early Childhood Investment Corporation for their invaluable
input. Joanne Tangorra, Marcella Weiner, Samantha Smith, and Henry Brown provided editorial
assistance. Over one hundred early childhood specialists and independent assessors
participated in the iterate trial process and implementation year. To the teachers and
administrators, we could not have completed this project without allowing observations to take
place in your buildings and classrooms. Funding for this project was provided by the HighScope
© 2019 HighScope Educational Research Foundation
3
Educational Research Foundation, and we would like to thank Cheryl Polk, President, and the
HighScope Board of Directors for the support necessary to complete this important assessment
revision. To everyone who had a part in bringing the Preschool Program Quality Assessment —
Revised (PQA-R) to fruition: Thank You!
© 2019 HighScope Educational Research Foundation 4
HighScope’s Preschool Program Quality Assessment – Revised (PQA-R)
Manual
Introduction
The Preschool PQA-R is an observation instrument that measures the quality of preschool
classrooms. It comprehensively measures the effectiveness of the learning environment;
teaching and learning routines and adult-child interactions; and curriculum, planning,
assessment and parent engagement in promoting the development of the whole child within a
supportive learning environment. The instrument can be used in all center-based settings. The
PQA-R intentionally reflects research-based and field-tested “best practices” in preschool
settings. The measure identifies the structural characteristics and dynamic relationships that
effectively promote the development of preschool-aged children.
HighScope developed the PQA-R to evaluate the quality of early childhood classrooms for four-
to five-year olds as well as identify the training needs of the classroom staff. The assessment is
intended for classroom evaluation in which a trained independent evaluator rates the
classroom characteristics. Alternatively, the tool can be used as a self-assessment tool by
administrators or instructional staff for classroom planning and monitoring. The PQA-R can be
used for research, evaluation, and to provide information to policymakers, program
administrators, parents, and researchers.
Each section is composed of items that describe a broad array of classroom characteristics and
rows that describe the quality of the classroom characteristics. Assessors assign a level, from 1
© 2019 HighScope Educational Research Foundation
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(no or poor quality) to 4 (highest quality) for each row. The rows are summed to produce an
aggregate score for each section. Each section is then assigned a performance level of low,
medium, or high. The PQA-R defines quality along a continuum. Teachers and program
administrators are able to see where each classroom lies along the continuum of quality and
use the results to systematically plan school improvement goals and objectives. Based on
classroom observations and structured interviews with teaching staff, PQA-R assessors rate
classrooms on the quality of the learning environment, teaching and learning routines, adult-
child interactions, curriculum, planning and assessment, and family engagement.
Administration, Scoring, and Interpretation
The PQA-R is an observational assessment and thus the reliability of the results and the
effectiveness of its use relies on the ability of the observer to both observe accurately and score
reliably. The administration of the PQA-R, for accountability purposes, requires a trained and
reliable observer to spend at least three hours and up to an entire day in the preschool
classroom to complete the form, as evidence for each row must be entered before scores are
assigned. The trained observer completes the Materials Checklist and keeps a running log of all
the activities and adult-child interactions observed during the observation period. Sections I
and II contain rows that can be scored through observation only and Section III contains rows
that can only be scored by gathering additional information from classroom staff, using the
guiding questions provided. Each row is scored on a 4-point scale. Indicators for all scores 1–4
are described to assist assessor scoring, and the scoring guide provides examples of evidence
for each level to be used in determining the quality level for that row on a scale from 1 to 4.
© 2019 HighScope Educational Research Foundation 6
The row scores are then totaled to get a Section Score. The Section Score is then interpreted
into a Performance Level (i.e., low, medium, and high). The overall results are reported as three
Section Scores and three Performance Levels.
Structure of the Assessment
The assessment is made up of one form across three Sections: I. Learning Environment; II.
Teaching and Learning Routines and Adult-Child Interactions; and III. Curriculum, Planning,
Assessment, and Parent Engagement. The form is comprised of 20 items and 61 rows across the
three Sections. The PQA-R Sections and Items are as follows:
I. LEARNING ENVIRONMENT
I‐A: The indoor space has interest areas that have names and are intentionally organized.
I‐B: Classroom materials are plentiful.
I‐C: There is a safe outdoor play area with ample space, structures, and materials to support
many types of movement and play.
I‐D: Children’s work and environmental print are on display.
II. TEACHING AND LEARNING ROUTINES and ADULT‐CHILD INTERACTIONS
II‐A: The classroom follows a consistent sequence of events (daily routine) during the day.
II‐B: There is time each day for child‐initiated activities in the classroom and during outdoor
play.
© 2019 HighScope Educational Research Foundation
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II‐C: Adults support children’s ideas, actions, and developmental levels during child‐initiated
activities.
II‐D: There is time each day for adult‐initiated large‐group activities that support each child’s
developmental level.
II-E: There is time each day for adult-initiated small-group activities that support each child’s
developmental level.
II‐F: Adults create a sensitive and responsive learning environment for all children.
II‐G: Adults support children to make plans for and reflect upon their work.
II‐H: Adults support children’s language and literacy development throughout the day.
II‐I: Adults support children’s mathematics development throughout the day.
II‐J: Adults support children’s reasoning and problem‐solving throughout the day.
II‐K: Adults encourage thoughtful social interaction among all children throughout the day.
II‐L: Adults diffuse conflicts and support all children in resolving conflicts.
III. CURRICULUM, PLANNING, ASSESSMENT, and PARENT ENGAGEMENT
III‐A: Adults use a comprehensive, evidence‐based educational model(s)/approach(es) to guide
teaching practices.
III‐B: Adults document the developmental progress of each child using measures validated for
preschool‐aged children.
III‐C: Adults record and use anecdotal notes to plan.
© 2019 HighScope Educational Research Foundation 8
III‐D: Adults share responsibilities for planning activities connected to the comprehensive
educational model(s)/approach(es) that are focused on play.
III‐E: Adults provide many parent engagement options, encourage two‐way sharing of child
information, and support families with resources about child development and program
transitioning.
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Hig
hSc
op
e’s
Pre
sch
oo
l Pro
gram
Qu
alit
y A
sses
smen
t —
Rev
ised
I.LE
AR
NIN
G E
NV
IRO
NM
ENT
I‐A
: Th
e in
do
or
spac
e h
as a
var
iety
of
inte
rest
are
as t
hat
hav
e n
ames
an
d a
re in
ten
tio
nal
ly o
rgan
ized
. Pag
e 4
I‐B
: C
lass
roo
m m
ater
ials
are
ple
nti
ful.
Pag
e 5
I‐C
: Th
ere
is a
saf
e o
utd
oo
r p
lay
area
wit
h a
mp
le s
pac
e, s
tru
ctu
res,
an
d m
ater
ials
to
su
pp
ort
man
y ty
pes
of
mo
vem
ent.
Pag
e 6
I‐D
: C
hild
ren
’s w
ork
an
d e
nvi
ron
men
tal p
rin
t ar
e o
n d
isp
lay.
Pag
e 7
II.
TEA
CH
ING
AN
D L
EAR
NIN
G R
OU
TIN
ES a
nd
AD
ULT
‐CH
ILD
INT
ERA
CTI
ON
SII‐
A:
The
clas
sro
om
follo
ws
a co
nsi
sten
t se
qu
ence
of e
ven
ts d
uri
ng
the
sch
oo
l day
. Pag
e 8
II‐B
: Th
ere
is t
ime
eac
h d
ay fo
r ch
ild‐i
nit
iate
d a
ctiv
itie
s in
th
e cl
assr
oo
m a
nd
du
rin
g o
utd
oo
r ti
me
. Pag
es 9
-10
II-C
: Ad
ult
s su
pp
ort
ch
ildre
n’s
idea
s, a
ctio
ns,
an
d d
evel
op
men
tal l
evel
s d
uri
ng
child
-in
itia
ted
act
ivit
ies.
Pag
e 1
1
II‐D
: Th
ere
is t
ime
eac
h d
ay fo
r ad
ult
‐in
itia
ted
, lar
ge‐g
rou
p a
ctiv
itie
s th
at s
up
po
rt e
ach
ch
ild’s
dev
elo
pm
enta
l lev
el.
Pag
es 1
2-1
3
II-E
: Th
ere
is t
ime
each
day
fo
r ad
ult
-in
itia
ted
, sm
all-
gro
up
act
ivit
ies
that
su
pp
ort
eac
h c
hild
’s d
evel
op
men
tal l
evel
. Pag
es 1
4-1
6
II‐F:
Ad
ult
s cr
eate
a s
ensi
tive
an
d r
esp
on
sive
lear
nin
g en
viro
nm
ent
for
all c
hild
ren
. Pag
es 1
7-1
8
II‐G
: Ad
ult
s en
cour
age
and
sup
po
rt c
hild
ren
to m
ake
pla
ns
for
and
ref
lect
up
on
th
eir
wo
rk. P
ages
19
-20
II‐H
: Ad
ult
s su
pp
ort
ch
ildre
n’s
lan
guag
e a
nd
lite
racy
dev
elo
pm
ent
thro
ugh
ou
t th
e d
ay. P
ages
21
-24
II‐I:
Ad
ult
s su
pp
ort
ch
ildre
n’s
mat
hem
atic
s d
eve
lop
men
t th
rou
gho
ut
the
day
. Pag
es 2
5-2
8
II-J
: A
du
lts
sup
po
rt c
hild
ren
’s r
easo
nin
g an
d p
rob
lem
so
lvin
g th
rou
gho
ut
the
day
. Pag
es 2
9-3
0
II‐K
: A
du
lts
enco
ura
ge t
ho
ugh
tfu
l so
cial
inte
ract
ion
am
ong
all c
hild
ren
th
rou
gho
ut
the
day
. Pag
e 3
1
II‐L:
Ad
ult
s d
iffu
se c
on
flic
ts a
nd
su
pp
ort
all
child
ren
in r
eso
lvin
g co
nfl
icts
. Pag
e 3
2
III.
CU
RR
ICU
LUM
, PLA
NN
ING
, ASS
ESSM
ENT
, an
d F
AM
ILY
EN
GA
GEM
ENT
III‐A
: A
du
lts
use
a c
om
pre
hen
sive
, evi
den
ce‐b
ased
ed
uca
tio
nal
mo
del
(s)/
app
roac
h(e
s) t
o g
uid
e t
each
ing
pra
ctic
es. P
age
33
III‐B
: A
du
lts
do
cum
ent
the
dev
elo
pm
enta
l pro
gres
s o
f eac
h c
hild
usi
ng
mea
sure
s va
lidat
ed fo
r p
resc
ho
ol‐
aged
ch
ildre
n. P
age
34
III‐C
: A
du
lts
reco
rd a
nd
use
an
ecd
ota
l no
tes
to c
reat
e le
sson
pla
ns
that
are
co
nn
ecte
d t
o le
arn
ing
goal
s an
d f
ocu
sed
on
lear
nin
g th
rou
gh d
evel
op
men
tally
ap
pro
pri
ate
pra
ctic
es (
pla
y). P
ages
35
-36
III‐D
: A
du
lts
pro
vid
e m
any
fam
ily e
nga
gem
ent
op
tio
ns,
en
cou
rage
tw
o‐w
ay s
har
ing
of c
hild
info
rmat
ion
, an
d s
up
po
rt fa
mili
es w
ith
pro
gram
tra
nsi
tio
nin
g.
Pag
es 3
7-3
8
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n
10
Ass
essm
ent
Pro
toco
ls
Fou
r st
eps
for
com
ple
tin
g th
e P
QA
-R:
1.O
bse
rve
in a
pre
sch
oo
l cla
ssro
om
wh
ile r
eco
rdin
g o
bje
ctiv
e ev
iden
ce a
nd
co
mp
leti
ng
the
Cla
ssro
om
Mat
eria
ls C
he
cklis
t (C
MC
). I
t is
rec
om
men
ded
to s
ched
ule
tim
e p
rio
r to
th
e st
art
of
the
sch
oo
l day
fo
r th
e co
mp
leti
on
of
the
CM
C a
nd
Sec
tio
n I:
Lea
rnin
g En
viro
nm
ent.
2.A
sk a
ll o
f th
e gu
idin
g q
ues
tio
ns
in S
ecti
on
III.
3.R
eco
rd o
bje
ctiv
e ev
iden
ce f
or
each
ro
w (
wit
hin
on
line
PQ
A-R
).
4.R
ead
th
e d
escr
ipto
r(s)
, sco
rin
g n
ote
(s),
an
d o
bje
ctiv
e ev
iden
ce a
nd
ass
ign
th
e ap
pro
pri
ate
row
sco
re le
vel (
1, 2
, 3, o
r 4
).
Des
crip
tors
: So
me
des
crip
tors
are
wri
tten
on
a c
on
tin
uu
m o
f n
o o
r p
oo
r q
ual
ity
to h
igh
qu
alit
y. T
his
is r
epre
sen
ted
in s
ever
al w
ays,
incl
ud
ing
rare
ly o
r n
ever
, so
met
imes
, usu
ally
, an
d a
lwa
ys.
•R
are
ly o
r n
ever
sh
ou
ld b
e se
lect
ed w
hen
th
ere
is n
o e
vid
ence
to
su
pp
ort
a h
igh
er le
vel.
•So
met
imes
sh
ou
ld b
e th
ou
ght
of
as m
ore
th
an o
nce
bu
t n
ot
use
d c
on
sist
entl
y th
rou
gho
ut
the
ob
serv
atio
n.
•U
sua
lly s
ho
uld
be
tho
ugh
t o
f as
mo
re t
han
a f
ew a
nd
fre
qu
entl
y u
sed
th
rou
gho
ut
the
ob
serv
atio
n.
•A
lwa
ys s
ho
uld
be
sele
cted
if t
he
re is
no
evi
den
ce t
hro
ugh
ou
t th
e o
bse
rvat
ion
co
ntr
ary
to t
he
hig
hes
t le
vel.
Alw
ays
on
ly r
efer
s to
wh
en y
ou
are
ob
serv
ing.
Som
e d
escr
ipto
rs a
re r
epre
sen
ted
by
no
ne,
few
, so
me,
an
d m
an
y. P
rofe
ssio
nal
exp
erie
nce
, kn
ow
led
ge, a
nd
jud
gmen
t sh
ou
ld g
uid
e th
e sc
ori
ng
for
thes
e d
escr
ipto
rs.
Clo
sed
bu
llete
d p
oin
t lis
ts: W
hen
clo
sed
bu
llete
d p
oin
ts a
re u
sed
in a
list
, eve
ry b
ulle
t p
oin
t m
ust
be
met
to
sco
re a
leve
l 4.
Op
en b
ulle
ted
po
int
lists
: Op
en b
ulle
ted
po
ints
are
exa
mp
les;
no
t ev
ery
exa
mp
le m
ust
be
met
. Th
e o
pe
n b
ulle
ted
list
s ar
e n
ot
exh
aust
ive
lists
— t
hey
are
si
mp
ly e
xam
ple
s.
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earc
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Pre
sch
oo
l Pro
gram
Qu
alit
y A
sses
smen
t —
Rev
ised
(P
QA
‐R)
Prog
ram
/Cla
ssro
om/A
sses
sor
Info
rmat
ion
Prog
ram
info
rmat
ion
H
ou
rs p
rogr
am/c
lass
roo
m in
ses
sio
n
Nam
e o
f age
ncy:
D
ays
of
wee
k (c
ircl
e a
ll th
at a
pp
ly)
Nam
e o
f cen
ter:
M
ON
TU
E W
ED
THU
FR
I SA
T
Nam
e of
cla
ssro
om b
eing
obs
erve
d:
Tim
e se
ssio
n b
egin
s eac
h d
ay:
Prog
ram
dir
ecto
r/ad
min
istr
ator
or
cont
act
pers
on
Tim
e se
ssio
n e
nd
s eac
h d
ay:
Nam
e:
Posi
tio
n/t
itle
: A
sses
sor
info
rmat
ion
Nam
e:
Cont
act
info
rmat
ion
of
prog
ram
/cla
ssro
om b
eing
obs
erve
d
Ph
on
e:
Ext:
City
/sta
te/z
ip:
Fax:
Phon
e:
Ext:
Em
ail:
Fax:
Emai
l: PQ
A‐R
adm
inis
trat
ion
info
rmat
ion
Dat
e of
obs
erva
tion
:
Clas
sroo
m s
taff
B
egin
ning
tim
e:
Nam
e he
ad/l
ead
tea
cher
: En
ding
tim
e:
Nam
e as
soci
ate
teac
her:
Oth
er s
taff
: Co
mm
ents
or n
ote
s ab
out
adm
inis
teri
ng th
e P
QA
‐R in
this
clas
sro
om
:
Nam
e:
Posi
tion
/tit
le:
Nam
e:
Posi
tion
/tit
le:
Nam
e:
Posi
tion
/tit
le:
Child
ren
Num
ber
in th
e cl
assr
oo
m:
Rat
er’s
sig
natu
re:
Age
rang
e o
f chi
ldre
n:
Dat
e:
© 2
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I.LE
AR
NIN
G E
NV
IRO
NM
ENT
Item
I‐A
Th
e in
do
or
spac
e h
as a
var
iety
of
inte
rest
are
as t
hat
hav
e n
ames
an
d a
re in
ten
tio
nal
ly o
rgan
ized
.
SCO
RE
Leve
ls
No
tes:
Ev
iden
ce:
Ro
w 1
A
var
iety
of
inte
rest
are
as t
hat
p
rovi
de
div
ers
e ac
tivi
ties
an
d c
an
be
tailo
red
to
in
div
idu
al
child
ren
’s in
tere
sts
(e.g
., c
reat
ive,
co
nst
ruct
ion,
d
ram
atic
pla
y,
inq
uir
y b
ased
, lit
erac
y) a
re
evid
ent
and
hav
e n
ames
.
1‐N
on
e 2
‐Few
3
‐So
me
4‐M
any
Sco
rin
g n
ote
: To
sco
re a
4, i
nter
est
area
s ha
ve n
ames
and
are
evi
dent
, an
d it
is c
lear
th
at t
he
ad
ult
s an
d c
hild
ren
kn
ow
th
e n
ames
of
the
inte
rest
are
as.
Ro
w 2
Le
vel 1
M
ater
ials
are
m
inim
ally
org
aniz
ed
or
are
no
t o
rgan
ized
in
to in
tere
st a
reas
.
Leve
l 2
At
leas
t o
ne
of
the
b
ulle
ts in
le
vel 4
is
in p
lace
.
Leve
l 3
At
leas
t tw
o o
f th
e b
ulle
ts in
le
vel 4
are
in
pla
ce.
Leve
l 4
The
mat
eria
ls in
th
e
inte
rest
are
as a
re
•In
tent
iona
llyo
rgan
ized
.
•G
rou
ped
by
fun
ctio
n.
•A
cces
sib
le t
och
ildre
nth
rou
gho
ut t
he
day
.
Sco
rin
g n
ote
: To
sco
re a
4, t
he
mat
eria
ls m
ust
b
e ac
cess
ible
to
all
child
ren
th
rou
gho
ut t
he d
ay.
Pu
ttin
g th
e sa
me
item
s in
mu
ltip
le
inte
rest
are
as,
wh
ere
they
may
co
ntr
ibut
e to
ch
ildre
n’s
pla
y, is
ac
cep
tab
le (
e.g.
, wri
tin
g u
ten
sils
in
the
ho
me
are
a as
wel
l as
the
art
area
).
Exam
ple
s o
f gr
ou
pin
g b
y fu
nct
ion
o
r ty
pes
: o
Thin
gs t
hat
fast
en (
e.g.
,ta
pe,
sta
ple
r, p
aper
clip
s)o
Thin
gs t
o b
uild
wit
h (
e.g.
,u
nit
blo
cks,
Bri
stle
Blo
cks,
card
bo
ard
blo
cks)
© 2
019
Hig
hSc
op
e Ed
uca
tio
nal
Res
earc
h F
ou
nd
atio
n
13
Item
I‐B
Cla
ssro
om
mat
eria
ls a
re p
len
tifu
l. (U
se C
lass
room
Mat
eria
ls C
hec
klis
t fo
r sc
ori
ng.
)
SCO
RE
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
No
tes:
Ev
iden
ce:
Ro
w 1
Li
mit
ed Q
uan
tity
: Sco
re
of 8
or
less
on
th
e lit
erac
y co
nte
nt
area
.
Mo
der
ate
Qu
anti
ty:
Sco
re o
f 9
or
10 o
n
the
liter
acy
con
ten
t ar
ea.
Ad
equ
ate
Qu
anti
ty:
Sco
re o
f 11
on
th
e lit
erac
y co
nten
t ar
ea.
Ple
nti
ful Q
uan
tity
: Sco
re
of 1
2 o
n t
he
liter
acy
con
ten
t ar
ea.
Sco
rin
g n
ote
: O
nly
en
ter
the
TOTA
L o
bse
rve
d s
core
fo
r ev
iden
ce.
Ro
w 2
Li
mit
ed Q
uan
tity
: Sco
re
of 6
or
less
on
th
e m
ath
emat
ics
cont
ent
area
.
Mo
der
ate
Qu
anti
ty:
Sco
re o
f 7
or
8 o
n
the
mat
hem
atic
s co
nte
nt
area
.
Ad
equ
ate
Qu
anti
ty:
Sco
re o
f 9 o
n t
he
mat
hem
atic
s co
nte
nt
area
.
Ple
nti
ful Q
uan
tity
: Sco
re
of 1
0 o
n t
he
mat
hem
atic
s co
nte
nt
area
.
Sco
rin
g n
ote
: On
ly
ente
r th
e TO
TAL
ob
serv
ed
sco
re f
or
evid
ence
.
Ro
w 3
Li
mit
ed Q
uan
tity
: Sco
re
of 7
or
less
on
th
e p
erce
ptu
al, m
oto
r, a
nd
p
hys
ical
dev
elo
pm
ent
con
ten
t ar
ea.
Mo
der
ate
Qu
anti
ty:
Sco
re o
f 8
or
9 o
n t
he
per
cep
tual
, mo
tor,
an
d p
hys
ical
d
evel
op
men
t co
nten
t ar
ea.
Ad
equ
ate
Qu
anti
ty:
Sco
re o
f 10
on
th
e p
erce
ptu
al, m
oto
r,
and
ph
ysic
al
dev
elo
pm
ent
con
ten
t ar
ea.
Ple
nti
ful Q
uan
tity
: Sco
re
of 1
1 o
n t
he
per
cep
tual
, m
oto
r, a
nd
ph
ysic
al
dev
elo
pm
ent c
ont
ent
area
.
Sco
rin
g n
ote
: O
nly
en
ter
the
TOTA
L o
bse
rve
d s
core
fo
r ev
iden
ce.
Ro
w 4
Li
mit
ed Q
uan
tity
: Sco
re
of 2
or
less
on
th
e so
cial
stu
die
s/so
cial
an
d e
mo
tio
nal
co
nte
nt
area
.
Mo
der
ate
Qu
anti
ty:
Sco
re o
f 3
or
4 o
n
the
soci
al
stu
die
s/so
cial
an
d
emo
tio
nal
co
nte
nt
area
.
Ad
equ
ate
Qu
anti
ty:
Sco
re o
f 5
on
th
e so
cial
st
ud
ies/
soci
al a
nd
em
oti
on
al c
on
ten
t ar
ea.
Ple
nti
ful Q
uan
tity
: Sco
re
of 6
on
th
e so
cial
st
ud
ies/
soci
al a
nd
em
oti
on
al c
on
ten
t ar
ea.
Sco
rin
g n
ote
: O
nly
en
ter
the
TOTA
L o
bse
rve
d s
core
fo
r ev
iden
ce.
Ro
w 5
Li
mit
ed Q
uan
tity
: Sco
re
of 1
or
no
ne
on
th
e sc
ien
ce c
on
ten
t ar
ea.
Mo
der
ate
Qu
anti
ty:
Sco
re o
f 2
on
th
e
scie
nce
co
nte
nt
area
.
Ad
equ
ate
Qu
anti
ty:
Sco
re o
f 3
on
th
e sc
ien
ce c
on
ten
t ar
ea.
Ple
nti
ful Q
uan
tity
: Sco
re
of 4
on
th
e sc
ien
ce
con
ten
t ar
ea.
Sco
rin
g n
ote
: O
nly
en
ter
the
TOTA
L o
bse
rve
d s
core
fo
r ev
iden
ce.
Ro
w 6
Li
mit
ed Q
uan
tity
: Sco
re
of
2 o
r le
ss o
n t
he
div
ersi
ty o
f h
um
an
exp
erie
nce
s co
nte
nt
area
.
Mo
der
ate
Qu
anti
ty:
Sco
re o
f 3
on
th
e d
iver
sity
of
hu
man
ex
per
ien
ces
con
ten
t ar
ea.
Ad
equ
ate
Qu
anti
ty:
Sco
re o
f 4
on
th
e d
iver
sity
of
hu
man
ex
per
ien
ces
con
ten
t ar
ea.
Ple
nti
ful Q
uan
tity
: Sco
re
of
5 o
n t
he
div
ersi
ty o
f h
um
an e
xper
ien
ces
con
ten
t ar
ea.
Sco
rin
g n
ote
: O
nly
en
ter
the
TOTA
L o
bse
rve
d s
core
fo
r ev
iden
ce.
© 2
019
Hig
hSc
op
e Ed
uca
tio
nal
Res
earc
h F
ou
nd
atio
n
14
Item
I‐C
Th
ere
is a
saf
e o
utd
oo
r p
lay
area
wit
h a
mp
le s
pac
e, s
tru
ctu
res,
an
d m
ater
ials
to
su
pp
ort
man
y ty
pes
of m
ove
men
t.
SCO
RE
Leve
l 1
Leve
l 2
Leve
l 3
Leve
l 4
No
tes:
Ev
iden
ce:
Ro
w 1
Th
e o
utd
oo
r p
lay
area
is
un
safe
or
ther
e is
no
o
utd
oo
r p
lay
area
.
The
ou
tdo
or
pla
y ar
ea is
saf
e, a
nd
th
ere
is s
pac
e an
d
pla
y st
ruct
ure
s th
at a
llow
fo
r a
few
typ
es o
f m
ove
men
t.
The
ou
tdo
or
pla
y ar
ea
is s
afe
, an
d t
her
e is
sp
ace
and
pla
y st
ruct
ure
s th
at a
llow
fo
r so
me
typ
es o
f m
ove
men
t.
The
ou
tdo
or
pla
y ar
ea is
saf
e,
and
th
ere
is s
pac
e an
d p
lay
stru
ctu
res
that
allo
w f
or
man
y
typ
es o
f m
ove
men
t.
Sco
rin
g n
ote
: If
ch
ildre
n d
o n
ot
go o
uts
ide
du
rin
g th
e o
bse
rvat
ion
, sco
re
the
ou
tsid
e ar
ea a
nd
no
te in
th
e ev
iden
ce c
olu
mn
wh
y th
e o
uts
ide
area
was
no
t u
sed
th
at d
ay (
e.g.
, lac
k o
f ti
me,
d
ange
rou
s w
eath
er [
i.e.,
lig
htn
ing,
hea
vy r
ain
, hai
l, st
ron
g w
ind
s, b
lizza
rds,
ver
y h
igh
or
low
tem
per
atu
res]
).
Exam
ple
s o
f ty
pes
of
mo
vem
ent:
o
Jum
pin
go
Clim
bin
go
Swin
gin
go
Slid
ing
oR
un
nin
go
Dig
gin
g
Ro
w 2
Th
ere
are
no
p
ort
able
m
ater
ials
fo
r th
e ou
tdoo
r p
lay
area
.
The
ou
tdo
or
pla
y ar
ea in
clu
des
p
ort
able
mat
eria
ls
for
a fe
w t
ypes
of
acti
ve p
lay.
The
ou
tdo
or
play
are
a in
clu
des
po
rtab
le
mat
eria
ls fo
r so
me
typ
es
of a
ctiv
e p
lay.
The
ou
tdo
or
area
incl
ud
es
po
rtab
le m
ater
ials
fo
r m
any
typ
es o
f act
ive
pla
y.
Sco
rin
g n
ote
: If
nee
ded
, ask
wh
ere
po
rtab
le
mat
eria
ls a
re s
tore
d.
Exam
ple
s o
f po
rtab
le
mat
eria
ls:
oTr
icyc
les
oSl
eds
oB
alls
oSt
on
eso
Bo
xes
oB
uck
ets
oC
hal
ko
Scar
ves
oP
ain
tbru
shes
© 2
019
Hig
hSc
op
e Ed
uca
tio
nal
Res
earc
h F
ou
nd
atio
n
15
Item
I‐D
Ch
ildre
n’s
wo
rk a
nd
en
viro
nm
enta
l pri
nt
are
on
dis
pla
y.
SCO
RE
Lev
el 1
L
evel
2
Lev
el 3
L
evel
4
No
tes:
Ev
iden
ce:
Ro
w 1
O
ne
or
no
ne
of
the
bu
llete
d p
oin
ts in
le
vel 4
is/
are
in
pla
ce.
At
leas
t tw
o o
f th
e b
ulle
ted
p
oin
ts in
leve
l 4
are
in p
lace
.
At
leas
t th
ree
of
the
bul
lete
d
po
ints
in le
vel
4 ar
e in
pla
ce.
Ad
ult
s d
isp
lay
child
ren
’s w
ork
•A
t ch
ild le
vel.
•Th
rou
gho
ut
the
lear
nin
gen
viro
nm
ent.
The
dis
pla
ys c
on
sist
of
•M
ost
ly c
hild
‐in
itia
ted
wo
rk (
no
tad
ult
-in
itia
ted
art
pro
ject
s).
•A
var
iety
of c
hild
ren
’s w
ork
,su
ch a
s ar
two
rk, p
ho
tos
of b
lock
stru
ctu
res,
sam
ple
s o
f em
erge
nt
wri
tin
g, a
nd
res
ult
s o
f sci
enti
fic
exp
erim
ents
.
Sco
rin
g n
ote
: A
du
lts
may
dis
pla
y ch
ildre
n’s
wo
rk in
or
ou
tsid
e t
he
clas
sro
om
(s
uch
as
hal
lway
s), b
ut
they
sh
ou
ld d
isp
lay
the
wo
rk
wh
ere
it is
vis
ible
to
ch
ildre
n a
nd
wh
ere
ch
ildre
n a
nd
th
eir
fam
ilies
sp
end
a s
ub
stan
tial
am
ou
nt
of
tim
e w
hile
in s
cho
ol.
Ro
w 2
M
any
exam
ple
s o
f en
viro
nm
enta
l Le
vels
1‐
No
ne
Sc
ori
ng
no
te:
To s
core
a 4
, th
ere
mu
st b
e sp
ecif
ic e
vid
ence
of p
rin
t p
rin
t th
at
2‐Fe
w
that
en
cou
rage
s ch
ildre
n t
o w
rite
lett
ers,
nu
mb
ers,
en
cou
rage
3‐
Som
e
nam
es, a
nd
wo
rds.
ch
ildre
n t
o w
rite
4‐
Man
y le
tter
s, n
um
ber
s,
Exam
ple
s o
f en
viro
nm
enta
l pri
nt
that
en
cou
rage
n
ames
, an
d
child
ren
to
wri
te le
tter
s, n
um
ber
s, n
ames
, an
d
wo
rds
are
w
ord
s:
inte
nti
on
ally
o
Sign
‐in
sh
eets
th
at in
clu
de
ch
ildre
n’s
age
pla
ced
o
Inte
rest
are
a si
gns
thro
ugh
ou
t th
e o
Shel
f/to
y la
bel
s w
ith
nu
mb
ers
of o
bje
cts
clas
sro
om
. o
Alp
hab
et a
nd
nu
mer
ical
str
ips
oA
tten
dan
ce c
har
ts w
ith
dat
eo
Job
ch
arts
wit
h n
ames
oC
hild
ren
’s n
ames
on
cu
bb
ies
oH
and
‐was
hin
g re
min
der
s w
ith
ste
p 1
, ste
p 2
oLa
bel
ed o
bjec
tso
Clo
ck w
ith
nu
me
rals
oC
alen
dar
s w
ith
all
dat
es a
nd
day
s o
f th
e w
eek
© 2
019
Hig
hSc
op
e Ed
uca
tio
nal
Res
earc
h F
ou
nd
atio
n
16
II.T
EAC
HIN
G A
ND
LEA
RN
ING
RO
UTI
NES
an
d A
DU
LT‐C
HIL
D IN
TER
AC
TIO
NS
Item
II‐A
Th
e c
lass
roo
m fo
llow
s a
con
sist
ent
seq
uen
ce o
f ev
ents
du
rin
g th
e sc
ho
ol d
ay.
SCO
RE
Leve
ls
No
tes:
Ev
iden
ce:
Ro
w 1
A
du
lts
sup
po
rt c
hild
ren
’s u
nd
erst
and
ing
of t
he
con
sist
ent
rout
ine
and
seq
uen
ce
of e
ven
ts d
uri
ng t
he
sch
oo
l day
.
1‐R
arel
y o
r n
eve
r 2‐
Som
etim
es
3‐U
sual
ly
4‐A
lway
s
Exam
ple
s o
f su
pp
ort
ing
child
ren
’s
un
der
stan
din
g o
f th
e s
equ
ence
of e
ven
ts:
oA
du
lts
po
st t
he
dai
ly r
ou
tin
e a
t ch
ildle
vel i
n a
fo
rmat
th
at is
eas
y fo
r al
lch
ildre
n t
o u
nd
erst
and
, su
ch a
s te
xtal
on
g w
ith
pic
ture
s o
r sy
mb
ols
.o
Ad
ult
s re
view
th
e d
aily
ro
utin
eth
roug
hout
th
e d
ay.
oA
du
lts
let
child
ren
kn
ow
ab
ou
tch
ange
s in
th
e ro
uti
ne
ahea
d o
f ti
me.
Ro
w 2
A
du
lts
are
th
ou
ghtf
ul a
bo
ut le
ttin
g ch
ildre
n k
no
w w
hen
tra
nsi
tio
ns
to a
d
iffe
ren
t ar
ea (
wit
hin
an
d o
uts
ide
of t
he
clas
sro
om
), g
rou
p, o
r ac
tivi
ty w
ill o
ccu
r.
1‐R
arel
y o
r n
eve
r 2‐
Som
etim
es
3‐U
sual
ly
4‐A
lway
s
Exam
ple
s th
at a
re t
ho
ugh
tfu
l: o
An
no
un
cin
g th
at s
nac
k w
ill c
om
e a
fter
larg
e‐gr
ou
p t
ime,
bef
ore
sm
all‐
gro
up
tim
e b
egin
s.o
Qu
ietl
y te
llin
g ch
ildre
n w
ho
hav
e a
lot
top
ut
away
th
at p
lay
tim
e is
en
din
g so
on
.
Exam
ple
s th
at a
re n
ot
tho
ugh
tfu
l:
oLo
ud
ly a
nn
ou
nci
ng
to e
very
on
e, "
Five
mo
re m
inu
tes
un
til c
lean
up
tim
e.”
oSa
yin
g “O
ne,
tw
o, t
hre
e e
yes
on
me,
”an
d m
akin
g ch
ildre
n s
top
pla
yin
g o
rin
terr
up
tin
g ch
ildre
n a
s th
ey e
at a
nd
con
vers
e.
© 2
019
Hig
hSc
op
e Ed
uca
tio
nal
Res
earc
h F
ou
nd
atio
n
17
Item
II‐B
Th
ere
is t
ime
eac
h d
ay fo
r ch
ild‐i
nit
iate
d a
ctiv
itie
s in
th
e c
lass
roo
m a
nd
du
rin
g o
utd
oo
r ti
me.
SCO
RE
Lev
els
No
tes:
Ev
iden
ce:
Ro
w 1
A
du
lts
allo
w
child
ren
to
car
ry
ou
t th
eir
inte
nti
on
s u
sin
g al
l acc
essi
ble
m
ater
ials
du
rin
g cl
assr
oo
m c
hild
‐ in
itia
ted
act
ivit
y fo
r an
ext
end
ed
per
iod
of
tim
e.
1‐R
arel
y o
r n
eve
r 2‐
Som
etim
es
3‐U
sual
ly
4‐A
lway
s
Sco
rin
g n
ote
s:
To s
core
a 4
, th
ere
mu
st b
e sp
ecif
ic e
vide
nce
th
at
sho
ws
that
ALL
ch
ildre
n a
re a
ble
to
car
ry o
ut
thei
r in
ten
tio
ns.
Th
ere
can
no
t b
e an
y ev
iden
ce t
hat
co
ntr
adic
ts t
he
exam
ple
s p
rovi
ded
bel
ow
.
Re
sear
ch s
up
po
rts
that
ch
ild-i
nit
iate
d a
ctiv
itie
s sh
ou
ld b
e fo
r at
leas
t 30
min
ute
s; h
ow
ever
, lo
nge
r p
erio
ds
of
tim
e m
ay b
e b
enef
icia
l as
evid
ence
d in
th
e b
est
pra
ctic
es o
f m
any
hig
h-
qu
alit
y p
rogr
ams
that
allo
w 6
0 m
inu
tes
for
child
-in
itia
ted
wo
rk/p
lay
tim
e.
Exam
ple
s o
f ad
ult
s al
low
ing
child
ren
to
car
ry o
ut
the
ir in
ten
tio
ns:
o
Ch
ildre
n a
re f
ree
to
ch
oo
se a
reas
, peo
ple
,an
d m
ater
ials
.o
Ch
ildre
n a
re fr
ee t
o p
rete
nd
, pla
y al
on
e, o
rp
lay
in g
rou
ps.
oC
hild
ren
are
fre
e t
o in
ven
t ac
tivi
ties
.o
Ch
ildre
n a
re f
ree
to
mo
ve m
ater
ials
thro
ugh
ou
t th
e ar
ea.
oC
hild
ren
are
fre
e t
o u
se m
ater
ials
cre
ativ
ely.
oC
hild
ren
are
fre
e t
o c
han
ge a
ctiv
itie
s.
© 2
019
Hig
hSc
op
e Ed
uca
tio
nal
Res
earc
h F
ou
nd
atio
n
18
Item
II‐B
(Co
ntin
ued)
Th
ere
is t
ime
each
day
fo
r ch
ild‐i
nit
iate
d a
ctiv
itie
s in
th
e c
lass
roo
m a
nd
du
rin
g o
utd
oo
r ti
me.
SC
OR
E L
evel
s N
ote
s:
Evid
ence
:
Ro
w 2
A
du
lts
allo
w
child
ren
to
car
ry
ou
t th
eir
inte
nti
on
s u
sin
g al
l acc
essi
ble
eq
uip
men
t an
d
mat
eria
ls d
uri
ng
the
out
do
or
child
‐in
itia
ted
ac
tivi
ty f
or
an
exte
nd
ed
per
iod
of
tim
e.
1‐R
arel
y o
r n
eve
r 2‐
Som
etim
es
3‐U
sual
ly
4‐A
lway
s
Sco
rin
g n
ote
s:
To s
core
a 4
, th
ere
mu
st b
e sp
ecif
ic e
vide
nce
th
at
sho
ws
that
ALL
ch
ildre
n a
re a
ble
to
car
ry o
ut
thei
r in
ten
tio
ns.
Th
ere
can
no
t b
e an
y ev
iden
ce t
hat
co
ntr
adic
ts t
he
exam
ple
s p
rovi
ded
bel
ow
.
Sco
re, e
ven
if c
hild
ren
do
no
t go
ou
tsid
e d
uri
ng
the
sch
edu
led
tim
e, b
ased
on
ab
ility
of
child
ren
to
car
ry o
ut
thei
r in
ten
tio
ns
(e.g
., if
ad
ult
s re
ad
alo
ud
du
rin
g th
is t
ime,
th
en a
ssig
n a
sco
re o
f 1
).
The
reco
mm
end
ed a
mo
un
t o
f ti
me
for
ou
tdo
or
pla
y is
at
leas
t 30
min
ute
s; h
ow
ever
, res
earc
h
sup
po
rts
up
to
60
min
ute
s.
Exam
ple
s o
f ad
ult
s al
low
ing
child
ren
to
car
ry o
ut
the
ir in
ten
tio
ns:
o
Ch
ildre
n a
re f
ree
to
ch
oo
se p
eop
le,
equi
pmen
t, an
d m
ater
ials
to
pla
y w
ith
.o
Ch
ildre
n a
re fr
ee t
o p
rete
nd
, pla
y al
on
e, o
rp
lay
in g
rou
ps.
oC
hild
ren
are
fre
e t
o in
ven
t ac
tivi
ties
.o
Ch
ildre
n a
re f
ree
to
mo
ve m
ater
ials
thro
ugh
ou
t th
e ou
tdoo
r are
a.o
Ch
ildre
n a
re f
ree
to
use
mat
eria
ls c
reat
ivel
y.o
Ch
ildre
n a
re f
ree
to
ch
ange
act
ivit
ies.
© 2019 HighScope Educational Research Foundation 19
Preschool Program Quality Assessment — Revised (PQA-R)
Classroom Materials Checklist (CMC)
The Classroom Materials Checklist is a convenient way for assessors to collect information
about the classroom materials accessible to children. The Classroom Materials Checklist
provides a systematic method to collect information about the types of materials and
equipment in a given classroom. Assessors can record the presence or absence of materials as
they move around a classroom, by simply checking Yes or No for each item, thus easing the
burden of creating individual lists of materials. The Classroom Materials Checklist is divided into
6 content areas: Literacy; Mathematics; Perceptual, Motor, and Physical Development; Social
Studies/Social and Emotional Development; and Science and Diversity of Human Experiences.
The materials assessed reflect different types of play and learning materials that children and
teachers may use in a preschool classroom for a variety of learning experiences.
Instructions for completing the Classroom Materials Checklist:
1. Before observing, become familiar with each item descriptor and the examples ofmaterials.
2. You may take photos of classroom materials to help complete this checklist. Do notinclude children or adults in any photos.
3. Walk around the classroom and look at the materials in each area that are easilyaccessible to children. (Do not include those in storage, too high to reach, and notvisible.) If you see materials that fit within an item, check Yes; if not, check No. Theexamples provided are not exhaustive lists; include other materials, as appropriate, for agiven item.
4. Some classroom materials may count for two items (e.g., a basket of 40 small rockscould count toward Item13. Counting, sorting and classifying, and Item 38. Items fromnature).
5. Each item must be scored on the Classroom Materials Checklist.6. After completing the Classroom Materials Checklist, follow the directions on the final
scoring page to record the number of items checked Yes for each content area in theTotal Observed column. NOTE: The Social Studies/Social and Emotional, and Sciencecontent areas require you to include items from other content areas. The Diversity ofHuman Experiences content area is comprised of items from other content areas.
7. Transfer the Total Observed numbers (page 8) to the corresponding content area rowsin Item I-B on the PQA-R. The Classroom Materials Checklist is the evidence for rows 1–6of Item I-B. NOTE: You do not have to list materials on the PQA-R. Just record the totalobserved number of yes responses for each content area in the evidence column.
© 2019 HighScope Educational Research Foundation 20
Literacy
1. The classroom has at least 3 books per child representing a variety of genres
(e.g., informational books, poetry books, songbooks, storybooks).
Note: Count the number of books found anywhere in the classroom. Books can
be in different formats (e.g., big books, student- and class-created books, soft
cover, hardcover, and board books).
Yes
No
2. Of the books in the classroom, there are 5 or more nonfiction books related
to science (e.g., nature, plants, insects, animals, electricity, space, and
weather).
Yes
No
*Score also for
Science
3. Of the books in the classroom, there are 4 or more nonfiction books
related to communities/social sciences (e.g., geography, community
events, holidays, differing family structures, and professions/occupations).
Yes
No
*Score also for
Social
Studies/Social
and Emotional
4. Of the books in the classroom, there are 4 or more nonfiction books related
to diversity of human experiences (e.g., gender with nonstereotyped role
models, different times and places, cooking recipes from different
countries, art from different countries, world cultures, pictures of people
from around the world, and special needs such as depicting people with
disabilities).
Yes
No
*Score also for
Diversity of
Human
Experiences
5. Of the books in the classroom, there are 5 or more books with rhyming
and/or rhythmic features, such as song books, nursery rhymes, and poetry
books.
Yes
No
© 2019 HighScope Educational Research Foundation
21
6. Of the books in the classroom, there are at least 2 alphabet books. Yes
No
7. Of the books in the classroom, there are 5 or more books with math
content (e.g., numbers, counting, shapes, patterns, comparing attributes,
and measurement).
Yes
No
8. Of the books in the classroom, there are 5 or more books with social-
emotional content (e.g., conflict resolution, sharing, friendship, accepting
differences, family relationships, becoming a big sister/brother, and
prosocial behavior).
Yes
No
*Score also for
Social
Studies/Social
and Emotional
9. The classroom has at least 2 complete sets of uppercase and 2 complete
sets of lowercase 3-D letters of the alphabet.
Yes
No
10. Somewhere within the classroom, all children’s names are visible at the
child level (e.g., name cards, sign-in sheets for children, names on
clothespins or Popsicle sticks, and labels on cubbies).
Yes
No
11. The classroom has enough crayons, pencils, pens, and markers in sufficient
quantity for small groups of children to use at the same time.
Yes
No
22
Pre
sch
oo
l Pro
gra
m Q
ual
ity
Ass
essm
ent
(Rev
ised
) —
PQ
A-R
Sco
rin
g G
uid
elin
es
Dev
elo
ped
by
the
Cen
ter
for
Earl
y Ed
uca
tio
n R
esea
rch
an
d E
valu
atio
n (
CEE
RE)
at
Hig
hSc
op
e
The
Pre
sch
oo
l PQ
A-R
is a
n a
ll-in
clu
sive
ob
serv
atio
n in
stru
men
t th
at m
easu
res
the
qu
alit
y o
f p
resc
ho
ol c
lass
roo
ms.
It
com
pre
hen
sive
ly m
easu
res
the
effe
ctiv
enes
s o
f th
e le
arn
ing
envi
ron
men
t; t
each
ing
and
lear
nin
g ro
uti
nes
an
d a
du
lt-c
hild
inte
ract
ion
s; a
nd
cu
rric
ulu
m, p
lan
nin
g, a
sses
smen
t an
d p
aren
t en
gage
men
t w
hile
pro
mo
tin
g t
he
dev
elo
pm
ent
of
the
wh
ole
child
wit
hin
a s
up
po
rtiv
e cl
assr
oo
m le
arn
ing
envi
ron
men
t an
d t
hro
ugh
tea
cher
s’ c
on
nec
tio
ns
to c
hild
ren
’s h
om
e
envi
ron
men
ts.
The
follo
win
g sc
ori
ng
guid
elin
es
pre
sen
t ex
amp
les
of
anec
dota
l no
tes
that
mig
ht
be
take
n d
uri
ng
a cl
ass
roo
m o
bse
rvat
ion
an
d
teac
her
inte
rvie
w. A
nec
do
tal n
ote
s ta
ken
du
rin
g an
ob
serv
atio
n a
re u
sed
to
sco
re S
ecti
on
I an
d II
of
the
PQ
A-R
. An
ecd
ota
l
no
tes
take
n d
uri
ng
a te
ach
er in
terv
iew
are
use
d t
o s
core
Sec
tio
n II
I. T
he
Sco
rin
g G
uid
elin
es in
clu
de
exam
ple
s fo
r ea
ch it
em o
f
the
PQ
A-R
; eac
h r
ow
has
th
ree
exa
mp
les
at e
ach
sco
rin
g le
vel (
I, 2,
3, o
r 4)
. Th
ese
are
just
exa
mp
les
of
anec
do
tal n
ote
s an
d
are
no
t ex
hau
stiv
e. T
o u
se t
he
Sco
rin
g G
uid
elin
es, c
om
par
e th
e an
ecd
ota
l no
tes
you
hav
e ta
ken
to
th
e ev
iden
ce p
rese
nte
d f
or
a p
arti
cula
r ro
w. T
o d
eter
min
e a
sco
re, r
evie
w t
he
exam
ple
s p
rovi
ded
an
d p
ick
the
sco
rin
g le
vel t
hat
mo
st c
lose
ly m
atch
es
you
r ev
iden
ce. M
ove
to
th
e n
ext
row
an
d r
epea
t th
e p
roce
ss t
o s
core
th
e ev
iden
ce y
ou
co
llect
ed.
All
row
s o
f th
e P
QA
-R s
ho
uld
be
sco
red
.
Ther
e ar
e se
vera
l ab
bre
viat
ion
s u
sed
th
rou
gho
ut
the
Sco
rin
g G
uid
elin
es: T
= T
each
er; T
A =
Tea
chin
g A
ssis
tan
t; L
T =
Lead
Teac
her
; A =
Ad
ult
; Ch
= C
hild
. Fo
r ex
amp
le, “
Ch
1, C
h2
, Ch
3 ta
lkin
g” in
yo
ur
anec
do
te w
ou
ld b
e sh
ort
han
d f
or
“Ch
ild 1
, Ch
ild 2
and
Ch
ild 3
in a
co
nve
rsat
ion
.” T
hes
e ty
pes
of
abb
revi
atio
ns
are
hel
pfu
l sh
ort
cuts
to
use
as
you
are
co
llect
ing
anec
do
tal n
ote
s.
Som
etim
es a
no
te ju
st in
clu
des
a c
hild
’s in
itia
l or
just
th
e ch
ild’s
fir
st n
ame
, fo
r b
revi
ty a
nd
co
nfi
den
tial
ity.
23
Item
I‐A
Th
e in
do
or
spac
e h
as a
var
iety
of
inte
rest
are
as t
hat
hav
e n
ames
an
d a
re in
ten
tio
nal
ly o
rgan
ized
. R
ow
1: A
var
iety
of
inte
rest
are
as t
hat
pro
vid
e d
iver
se a
ctiv
itie
s an
d c
an b
e ta
ilore
d t
o in
div
idu
al c
hild
ren
’s in
tere
sts
are
evid
ent
and
nam
ed.
Leve
l 1 E
xam
ple
Ev
iden
ce
The
clas
sro
om
has
2 a
reas
, a
toy
area
an
d a
kit
chen
are
a.
The
kitc
hen
are
a w
as t
urn
ed
tow
ard
th
e w
all,
blo
cked
off
fr
om
use
fo
r th
e d
ay.
Ther
e ar
e n
o a
pp
aren
t ar
eas.
B
ins
are
sto
red
alo
ng
the
wal
l h
aph
azar
dly
, wit
h n
o
org
aniz
atio
n.
The
roo
m h
ad t
wo
are
as:
on
e ar
ea
con
tain
ed b
ins
mix
ed w
ith
blo
cks,
h
ou
se it
ems,
an
d m
usi
cal
inst
rum
ents
. Th
e o
ther
are
a h
ad a
ta
ble
wit
h b
oo
ks, c
rayo
ns,
an
d
pap
er in
a b
aske
t. T
he
area
s w
ere
no
t la
bel
ed.
Leve
l 2 E
xam
ple
Ev
iden
ce
The
clas
sro
om
had
a H
ou
se
Are
a an
d B
lock
Are
a; b
oth
ar
eas
wer
e la
bel
ed. T
her
e w
as a
bas
ket
of
bo
oks
on
th
e fl
oo
r in
th
e co
rner
.
Ther
e ar
e 2
inte
rest
are
as,
ho
use
an
d b
oo
ks. N
eith
er a
rea
is la
bel
ed. T
he
ho
use
are
a an
d
bo
ok
area
s ar
e ac
ross
fro
m
each
oth
er a
lon
g th
e w
alls
.
The
clas
sro
om
has
3 a
reas
: a
ho
use
ar
ea, a
blo
ck a
rea,
an
d a
rt a
rea.
Th
e ar
t ar
ea h
as n
o m
ater
ials
; th
e h
ou
se a
rea
was
sp
read
ou
t, w
ith
th
e ki
tch
en o
n o
ne
sid
e o
f th
e ro
om
an
d d
ress
up
all
the
way
acr
oss
th
e ro
om
.
Leve
l 3 E
xam
ple
Ev
iden
ce
Are
as o
f th
e ro
om
are
m
arke
d a
nd
div
ided
in t
he
spac
e. A
du
lts
use
th
e ar
ea
nam
es. L
T: “
Let’
s m
eet
at t
he
San
d T
able
.”, “
I saw
yo
u w
ere
exp
erim
enti
ng
in D
isco
very
.”
Dis
cove
ry C
en
ter
Art
s &
Cra
fts
San
d a
nd
Wat
er t
able
s B
uild
ing
Spac
e
Ho
use
kee
pin
g an
d P
rete
nd
P
lay
Ther
e ar
e in
tere
st a
reas
set
up
fo
r ch
ildre
n. A
reas
incl
ud
e a
ho
use
are
a, b
oo
k ar
ea, b
lock
ar
ea, a
nd
art
are
a. T
he
ho
use
, b
oo
k, a
nd
blo
ck a
reas
had
la
bel
s. D
uri
ng
pla
nn
ing,
th
e te
ach
er a
sked
a c
hild
, “W
her
e ar
e yo
u g
oin
g to
pla
y?”
The
child
po
inte
d a
cro
ss t
he
roo
m.
T re
plie
d: “
The
ho
use
are
a?”
The
follo
win
g in
tere
st a
reas
are
n
amed
an
d c
lear
ly d
efin
ed in
th
e cl
assr
oo
m:
Art
Are
a Li
bra
ry A
rea
Blo
ck A
rea
Co
mp
ute
r/Li
sten
ing
Are
a D
uri
ng
pla
nn
ing,
C1
sai
d: "
I’m
go
ing
to b
lock
are
a.”
24
Leve
l 4 E
xam
ple
Ev
iden
ce
Are
as o
f th
e ro
om
are
cle
arly
m
arke
d w
ith
lab
els
and
d
ivid
ed in
th
e sp
ace.
Ad
ult
s an
d c
hild
ren
use
th
e n
ames
. T:
“Le
t’s
mee
t at
th
e Sa
nd
Ta
ble
.”, “
I saw
yo
u w
ere
exp
erim
enti
ng
in D
isco
very
.”
Ch
: “I w
ant
to b
uild
wit
h t
he
Lego
s” (
po
inti
ng
to t
he
Bu
ildin
g Sp
ace)
. C2
to
T: “
Will
yo
u p
lay
rest
aura
nt
wit
h m
e in
Ho
use
kee
pin
g?”
Dis
cove
ry C
en
ter
Art
s &
Cra
fts
Au
tho
r’s
Spac
e Sa
nd
an
d W
ater
tab
les
Bu
ildin
g Sp
ace
H
ou
seke
ep
ing
and
Pre
ten
d
Pla
y
Ther
e ar
e a
vari
ety
of
inte
rest
ar
eas
set
up
fo
r ch
ildre
n. A
reas
in
clu
de
a h
ou
se a
rea,
tex
ture
ta
ble
, bo
ok
area
, blo
ck a
rea,
to
ys a
nd
gam
es, a
rt, a
nd
d
isco
very
. Th
rou
gho
ut
the
mo
rnin
g, t
each
ers
and
ch
ildre
n r
efer
to
th
e ar
eas:
C
h: “
J an
d I
will
pla
y a
gam
e in
th
e To
ys.”
T:
“A
rt n
eed
s m
ore
pai
nt.
” C
h: “
Can
I ad
d w
ater
to
th
e Te
xtu
re T
able
?”
T: “
Ou
r H
ou
se A
rea
is a
mes
s!”
All
area
s w
ere
mar
ked
wit
h a
p
ictu
re a
nd
wo
rd la
bel
.
The
follo
win
g in
tere
st a
reas
are
n
amed
an
d c
lear
ly d
efin
ed in
th
e cl
assr
oo
m:
Art
Are
a Sa
fe S
po
t Sa
nd
Tab
le
Wri
tin
g C
en
ter
Scie
nce
Are
a Li
bra
ry A
rea
Pla
y d
ou
gh A
rea
Kit
chen
Are
a M
usi
c A
rea
Co
mp
ute
r/Li
sten
ing
Are
a D
uri
ng
pla
nn
ing,
C1
said
: "I’
m g
oin
g to
blo
ck a
rea.
” C
2 sa
id: “
I’m
go
ing
to p
lay
do
ugh
are
a.”
C3
sai
d, "
I’m
go
ing
to s
afe
spo
t.”
T: “
Wh
at a
re
you
go
ing
to c
oo
k in
th
e ki
tch
en
area
?”
25
Item
I‐A
Th
e in
do
or
spac
e h
as a
var
iety
of
inte
rest
are
as t
hat
hav
e n
ames
an
d a
re in
ten
tio
nal
ly o
rgan
ized
.
Ro
w 2
: Mat
eria
ls in
inte
rest
are
as a
re o
rgan
ized
, gro
up
ed b
y fu
nct
ion
, an
d a
cces
sib
le t
hro
ugh
ou
t th
e d
ay.
Leve
l 1 E
xam
ple
Ev
iden
ce
Bin
s o
f m
ater
ials
wer
e st
ore
d
alo
ng
the
wal
l wit
h n
o
org
aniz
atio
n. O
ne
tub
co
nta
ined
dre
ssu
p c
loth
es,
coo
kin
g u
ten
sils
, blo
cks
and
m
usi
cal i
nst
rum
ents
. In
on
e co
rner
, 3 b
ins
wer
e st
ore
d o
n
top
of
on
e an
oth
er.
Som
e o
f th
e m
ater
ials
are
in
con
tain
ers
on
th
e sh
elve
s, b
ut
teac
her
s ke
ep
man
y m
ater
ials
u
p in
hig
h c
up
bo
ard
s. C
hild
ren
h
ave
to a
sk t
o h
ave
them
b
rou
ght
do
wn
. So
me
thin
gs t
o
bu
ild w
ith
are
sto
red
to
geth
er
on
sh
elve
s.
Mat
eria
ls a
re n
ot
gro
up
ed b
y fu
nct
ion
. Th
ere
are
cray
on
s an
d
mar
kers
mix
ed u
p in
a b
in w
ith
d
ress
-up
clo
thes
. Tea
cher
s u
se
cen
ters
at
free
pla
y an
d c
hild
ren
cy
cle
th
rou
gh e
ach
on
e.
Leve
l 2 E
xam
ple
Ev
iden
ce
In t
he
art
area
, th
e ta
pe,
glu
e an
d s
tap
lers
wer
e o
n t
he
sam
e sh
elf.
In t
he
toy
area
, p
uzz
les
are
sto
red
nex
t to
b
ear
cou
nte
rs, a
lon
g w
ith
so
me
art
colla
gin
g m
ater
ials
. Th
e b
oo
ks a
re a
ll as
kew
in
the
bo
ok
area
, so
me
up
sid
e d
ow
n, o
ther
s to
rn a
nd
hal
f o
pen
, wit
h n
o in
ten
tio
nal
o
rgan
izat
ion
. C
hild
ren
hav
e ac
cess
to
m
ater
ials
all
day
.
Mat
eria
ls a
re s
tore
d o
n
shel
ves
in t
ub
s; t
he
tub
s ar
e n
ot
lab
eled
or
org
aniz
ed b
y fu
nct
ion
; cra
yon
s an
d m
arke
rs
are
mix
ed t
oge
ther
. In
th
e h
ou
se a
rea,
dre
ssu
p c
loth
es
are
mix
ed t
oge
ther
in a
bin
w
ith
pla
y fo
od
.
Ch
ildre
n h
ave
acce
ss t
o
mat
eria
ls a
t al
l par
ts o
f th
e d
ay.
In t
he
kitc
hen
, all
the
dis
hes
are
in
the
cup
bo
ard
s; f
ake
foo
d w
as in
th
e fr
idge
; an
d d
ress
up
item
s h
un
g o
n
ho
oks
. In
th
e B
lock
Are
a al
l th
e b
uild
ing
sets
are
sto
red
to
geth
er.
Teac
her
s u
se c
ente
rs a
t fr
ee p
lay;
ac
tivi
tie
s ar
e se
t u
p in
eac
h c
ente
r an
d c
hild
ren
cyc
le t
hro
ugh
eac
h
on
e.
26
Leve
l 3 E
xam
ple
Ev
iden
ce
Mat
eria
ls w
ere
all a
cces
sib
le
to c
hild
ren
.
Mo
st m
ater
ials
wer
e gr
ou
ped
b
y fu
nct
ion
(b
lock
s se
par
ated
b
y ty
pe
and
all
in o
ne
area
).
Inte
nti
on
ally
org
aniz
ed a
rt
mat
eria
ls s
ort
ed b
y ty
pe,
etc
.
Pre
ten
d p
lay
mat
eria
ls w
ere
on
sh
elve
s: c
loth
ing
gro
up
ed
toge
ther
wit
h t
wo
ho
oks
: a
toy
bo
x h
eld
cel
l ph
on
es,
pu
rse
s, s
tuff
ed a
nim
als,
bab
y d
olls
, do
ll cl
oth
es, a
jum
p
rop
e, d
oct
or’
s ki
t, 3
pu
pp
ets,
tw
o c
on
stru
ctio
n h
ats,
an
d a
to
ol b
elt.
Mat
eria
ls w
ere
sto
red
in
rela
ted
bin
s: c
rayo
ns
wer
e in
o
ne
bin
an
d m
arke
rs in
an
oth
er in
th
e ar
t ar
ea; L
ego
s w
ere
in o
ne
tub
an
d L
inco
ln
Logs
in a
no
ther
tu
b in
th
e b
lock
are
a, e
tc. A
ll m
ater
ials
th
rou
gho
ut
the
spac
e w
ere
lab
eled
wit
h p
ictu
res
and
w
ord
s.
Du
rin
g ch
oic
e ti
me,
ch
ildre
n
wer
e as
sign
ed in
tere
st a
reas
to
pla
y in
; no
t al
l ch
ildre
n h
ad
acce
ss t
o a
ll in
tere
st a
reas
th
rou
gho
ut
this
tim
e.
Mat
eria
ls a
re o
rgan
ized
by
inte
rest
ar
ea a
nd
are
lab
eled
wit
h t
ext
and
p
ictu
res
or
dra
win
gs.
In t
he
ho
use
are
a, d
oll
item
s an
d
dre
ssu
p c
loth
es a
re s
tore
d n
ear
each
oth
er; a
cces
sori
es
such
as
cam
eras
, ph
on
es, a
nd
gla
sses
are
gr
ou
ped
to
geth
er; f
oo
d, d
ish
es a
nd
p
ans
are
gro
up
ed t
oge
ther
. In
th
e b
lock
are
a, u
nit
blo
cks
are
gro
up
ed
toge
ther
; far
m a
nd
ho
rse
s st
ore
d
on
to
p s
hel
f w
ith
th
e fa
rm a
nim
als;
fo
am b
lock
s gr
ou
ped
to
geth
er;
card
bo
ard
blo
cks
gro
up
ed t
oge
ther
. In
th
e ex
plo
rati
on
are
a,
mic
rosc
op
e, m
easu
rin
g w
orm
s, a
nd
sh
ells
sto
red
on
to
p s
hel
f;
mic
rosc
op
e sl
ides
, ru
lers
an
d
mag
net
ic w
and
s st
ore
d o
n t
he
seco
nd
sh
elf;
pu
zzle
s an
d g
ames
ar
e st
ore
d o
n b
ott
om
sh
elf.
In t
he
art
area
, tap
e an
d g
lue
sto
red
ap
art
fro
m o
ne
ano
ther
; co
llage
item
s st
ore
d (
con
fett
i, gl
itte
r an
d p
om
-p
om
s, e
tc.)
are
sto
red
on
on
e sh
elf;
ri
bb
on
, sti
cker
s, a
nd
yar
n s
tore
d o
n
ano
ther
sh
elf.
C
hild
ren
use
d a
ll m
ater
ials
th
rou
gho
ut
the
ob
serv
atio
n.
27
Leve
l 4 E
xam
ple
Ev
iden
ce
Stap
lers
are
gro
up
ed
toge
ther
nex
t to
th
e ta
pe.
All
the
blo
cks
and
bu
ildin
g m
ater
ials
are
in t
he
blo
ck
area
. Car
db
oar
d b
lock
s ar
e o
n
the
sam
e sh
elf
and
gro
up
ed
by
colo
r. T
he
wo
od
en u
nit
b
lock
s ar
e gr
ou
ped
to
geth
er.
The
farm
an
imal
s ar
e n
ext
to
the
bar
n. T
he
foo
ds
(bre
ads,
fr
uit
, veg
etab
les,
mea
ts, e
tc.)
ar
e g
rou
ped
an
d lo
cate
d o
n
the
sam
e sh
elf.
Ch
ildre
n p
icke
d t
he
area
s th
ey w
ish
ed t
o p
lay
wit
h
du
rin
g p
lan
nin
g. T
wo
bo
ys
bu
ilt in
th
e b
lock
are
a; a
gir
l to
ok
cray
on
s o
ff t
he
shel
f in
th
e ar
t ar
ea, a
nd
an
oth
er g
irl
loo
ked
at
bo
oks
in t
he
bo
ok
area
.
Mar
kers
, cra
yon
s, a
nd
pen
cils
ar
e to
geth
er (
in s
ep
arat
e b
ins)
in
th
e ar
t ar
ea.
Var
iou
s ty
pes
of
blo
cks
are
adja
cen
t in
th
e b
lock
are
a.
Wri
tin
g u
ten
sils
an
d a
var
iety
o
f p
aper
s ar
e at
th
e w
riti
ng
area
des
k. P
ots
, pan
s, c
oo
kin
g u
ten
sils
, an
d t
able
war
e ar
e in
th
e cu
pb
oar
ds
in t
he
ho
use
ar
ea.
Ch
ildre
n u
sed
pla
y fo
od
an
d
mad
e th
e te
ach
er b
reak
fast
, co
lore
d p
ictu
res
in t
he
art
area
, bu
ilt w
ith
blo
cks
in t
he
blo
ck a
rea,
an
d d
id p
uzz
les
at
a ta
ble
.
All
mat
eria
ls a
re la
bel
ed (
incl
ud
es
bas
ket
or
con
tain
er a
nd
sh
elf)
.
Mat
eria
ls a
re s
tore
d b
y re
leva
nt
inte
rest
are
a. F
or
exam
ple
: St
amp
s ar
e lo
cate
d b
y th
e st
amp
p
ads.
D
ry-e
rase
mar
kers
are
loca
ted
nex
t to
dry
-era
se b
oar
ds.
M
arke
rs a
nd
pen
cils
are
nex
t to
ea
ch o
ther
in t
he
wri
tin
g ar
ea a
nd
ar
e lo
cate
d n
ext
to p
aper
an
d
enve
lop
es.
All
dre
ss-u
p c
loth
es a
re n
ext
to
each
oth
er.
All
wo
od
en b
lock
s ar
e n
ext
to e
ach
o
ther
.
All
mat
eria
ls a
re a
t ch
ildre
n’s
leve
l; P
ain
tbru
shes
, pai
nt,
sm
ock
s, a
nd
p
aper
are
at
the
ease
l; C
hild
ren
u
sed
th
ese
mat
eria
ls t
hro
ugh
ou
t th
e o
bse
rvat
ion
.
Ch
ildre
n u
sed
fo
am in
th
e ar
t ar
ea.
Ch
ildre
n u
sed
th
e sm
art
bo
ard
w
ith
ou
t ad
ult
hel
p b
y u
sin
g a
sto
ol.
28
Item
I‐B
Cla
ssro
om
mat
eria
ls a
re p
len
tifu
l. (
Use
Cla
ssro
om
Mat
eria
ls C
hec
klis
t fo
r sc
ori
ng.
) Le
vel 1
Exa
mp
le
Evid
ence
Le
vel 2
Exa
mp
le
Evid
ence
Le
vel 3
Exa
mp
le
Evid
ence
Le
vel 4
Exa
mp
le
Evid
ence
Ro
w 1
: Ple
nti
ful
liter
acy
mat
eria
ls.
CM
C T
ota
l = 6
C
MC
To
tal =
9
CM
C T
ota
l = 1
1 C
MC
To
tal =
12
Ro
w 2
: Ple
nti
ful
mat
hem
atic
s m
ater
ials
.
CM
C T
ota
l = 4
C
MC
To
tal =
8
CM
C T
ota
l = 9
C
MC
To
tal =
10
Ro
w 3
: Ple
nti
ful
per
cep
tual
, mo
tor,
an
d p
hys
ical
d
evel
op
men
t m
ater
ials
.
CM
C T
ota
l = 7
C
MC
To
tal =
8
CM
C T
ota
l = 1
0 C
MC
To
tal =
11
Ro
w 4
: Ple
nti
ful
soci
al s
tud
ies/
soci
al-
emo
tio
nal
mat
eria
ls.
CM
C T
ota
l = 2
C
MC
To
tal =
3
CM
C T
ota
l = 5
C
MC
To
tal =
6
Ro
w 5
: Ple
nti
ful
scie
nce
mat
eria
ls.
CM
C T
ota
l = 1
C
MC
To
tal =
2
CM
C T
ota
l = 3
C
MC
To
tal =
4
Ro
w 6
: Ple
nti
ful
div
ersi
ty o
f h
um
an
exp
erie
nce
s m
ater
ials
.
CM
C T
ota
l = 2
C
MC
To
tal =
3
CM
C T
ota
l = 4
C
MC
To
tal =
5
29
Item
I‐C
Th
ere
is a
saf
e o
utd
oo
r p
lay
are
a w
ith
am
ple
sp
ace,
str
uct
ure
s, a
nd
mat
eri
als
to s
up
po
rt m
any
typ
es o
f m
ove
men
t.
Ro
w 1
: Th
e o
utd
oo
r p
lay
area
is s
afe
and
th
ere
is s
pac
e an
d p
lay
stru
ctu
res
that
allo
w f
or
mo
vem
ent.
Leve
l 1 E
xam
ple
Ev
iden
ce
Ther
e is
no
ou
tdo
or
pla
y ar
ea.
The
child
ren
are
tak
en f
or
a w
alk
du
rin
g o
uts
ide
tim
e in
stea
d o
f p
layi
ng
bec
ause
th
ere
isn
’t a
n o
uts
ide
area
.
The
child
ren
to
ok
a w
alk
aro
un
d t
he
bu
ildin
g an
d in
th
e p
arki
ng
lot
of
the
cen
ter.
Th
e w
eath
er w
as n
ot
incl
em
ent,
ho
wev
er, t
her
e w
as
som
e fl
oo
din
g o
n t
he
pla
ygro
un
d.
Leve
l 2 E
xam
ple
Ev
iden
ce
Per
ob
serv
atio
n, c
hild
ren
ju
mp
an
d c
limb
in a
nd
ou
t o
f th
e w
oo
den
ho
use
. Th
ere
are
no
str
uct
ure
s fo
r sw
ingi
ng
or
slid
ing.
The
ou
tdo
or
area
allo
ws
for
jum
pin
g an
d c
limb
ing.
Th
ere
are
no
op
po
rtu
nit
ies
for
swin
gin
g o
r sl
idin
g.
The
pla
ygro
un
d is
just
ou
tsid
e th
e cl
assr
oo
m. T
her
e ar
e n
o p
lay
stru
ctu
res.
Th
ere
is a
pav
ed a
rea
wit
h a
Lit
tle
Tike
s b
aske
tbal
l se
tup
an
d a
gra
ssy
area
wit
h b
adm
into
n.
Leve
l 3 E
xam
ple
Ev
iden
ce
All-
nat
ura
l ou
tdo
or
pla
y sp
ace
wit
h a
dre
amca
tch
er
clim
ber
, lar
ge s
and
are
a,
ced
ar b
alan
ce b
eam
, mu
d
kitc
hen
, wo
od
en b
rid
ge,
ced
ar s
tage
an
d s
eat
ing,
sl
ide,
an
d c
limb
ing
logs
.
Are
a fo
r ru
nn
ing
and
jum
pin
g,
and
a p
lay
stru
ctu
re c
hild
can
cl
imb
on
an
d s
lide
do
wn
. Th
ere
are
no
sw
ings
or
stru
ctu
res
for
swin
gin
g.
The
ou
tdo
or
pla
y ar
ea d
oes
no
t h
ave
a st
ruct
ure
on
it t
hat
allo
ws
child
ren
to
sw
ing.
Th
ere
is a
ho
use
th
at c
hild
ren
can
go
into
an
d s
mal
l sl
ides
th
at c
hild
ren
can
clim
b u
p
and
slid
e d
ow
n o
n. C
hild
ren
hav
e gr
assy
sp
ace
to r
un
an
d ju
mp
bu
t th
ere
are
no
str
uct
ure
s ch
ildre
n c
an
clim
b a
nd
jum
p f
rom
.
Leve
l 4 E
xam
ple
Ev
iden
ce
On
e cl
imb
ing
stru
ctu
re h
as 3
sl
ides
, a t
un
nel
, an
d a
w
alkw
ay t
o t
he
clim
ber
wit
h
a sl
ide
; Clim
ber
2 h
as t
wo
sl
ides
an
d a
bri
dge
wal
kway
. Th
ere
are
2 b
alan
ce b
eam
s, 6
sw
ings
, ste
ps,
an
d le
vels
fo
r
Larg
e p
lay
stru
ctu
re w
ith
la
dd
ers/
slid
es, c
limb
er, s
tep
s,
bas
ketb
all h
oo
p, b
alan
ce
bea
m, r
ide
on
bu
s, s
win
gs, a
nd
lil
y p
ads.
Th
ere
is a
larg
e gr
assy
are
a w
her
e ch
ildre
n
Ch
ildre
n a
nd
ad
ult
s ac
cess
p
layg
rou
nd
fro
m d
oo
r in
hal
lway
th
at le
ads
dir
ectl
y o
uts
ide
. Th
ere
is
a la
rge
pav
ed a
rea
righ
t o
uts
ide
the
do
or.
Th
ere
is a
lso
a h
ill t
hat
lead
s d
ow
n t
o t
he
pla
ygro
un
d. O
utd
oo
r ar
ea h
as 8
sw
ings
, 3 s
lides
, 1
30
child
ren
to
jum
p f
rom
. Th
ere
is a
cem
ent/
pav
ed a
rea
wit
h
a 4
-sq
uar
e an
d h
op
sco
tch
.
pla
yed
“ta
g” d
uri
ng
the
ob
serv
atio
n.
clim
bin
g st
ruct
ure
, 4 b
ench
es, 1
ta
ble
, an
d a
so
ccer
net
. Th
ere
are
gras
sy a
reas
an
d a
reas
wit
h c
emen
t an
d w
oo
d c
hip
s.
31
Item
I‐C
Th
ere
is a
saf
e o
utd
oo
r p
lay
are
a w
ith
am
ple
sp
ace,
str
uct
ure
s, a
nd
mat
eri
als
to s
up
po
rt m
any
typ
es o
f m
ove
men
t.
Ro
w 2
: Ou
tdo
or
area
incl
ud
es p
ort
able
mat
eria
ls f
or
acti
ve p
lay.
Leve
l 1 E
xam
ple
Ev
iden
ce
No
po
rtab
le m
ater
ials
wer
e u
sed
wh
ile c
hild
ren
pla
yed
o
uts
ide
.
2 To
nka
tru
cks
in t
he
san
db
ox
bu
t n
o o
ne
cou
ld u
se t
he
san
d
bo
x; it
was
to
o w
et.
Ch
ildre
n a
sked
fo
r si
dew
alk
chal
k.
Leve
l 2 E
xam
ple
Ev
iden
ce
Teac
her
s b
rou
ght
ou
t b
alls
an
d s
occ
er g
oal
s.
2 se
ts o
f st
ilts,
2 s
coo
ters
, an
d
3 b
alls
2
bal
ls, 3
sto
pw
atch
es, s
and
to
ys,
and
2 H
ula
- h
oo
ps
Leve
l 3 E
xam
ple
Ev
iden
ce
Ob
serv
ed p
ort
able
mat
eria
ls
incl
ud
e t
rike
s, p
last
ic c
ars,
b
alls
, ch
alk,
larg
e w
oo
den
b
lock
s, s
and
to
ys, t
ruck
s,
pla
stic
kit
chen
fu
rnit
ure
.
Som
e o
f th
e po
rtab
le
equ
ipm
ent
is b
roke
n a
nd
w
eath
ered
.
Ther
e ar
e b
oo
ks, w
ater
tab
le
toys
, sci
ence
bu
cket
s, b
ub
ble
s,
dra
win
g m
ater
ials
, sh
ove
ls a
nd
sa
nd
to
ys, a
nd
mu
sica
l in
stru
men
ts.
Ther
e ar
e tr
ikes
, 3 c
ozy
co
up
es a
nd
5
rid
e-o
n "
bik
es"
w/o
ped
als;
big
w
hee
l, b
-bal
l ho
op
, 1 b
all,
chal
k,
crat
es, a
nd
a k
itch
en.
Leve
l 4 E
xam
ple
Ev
iden
ce
Shed
ou
tsid
e w
ith
po
rtab
le
mat
eria
ls t
hat
ch
ildre
n c
an
take
fro
m a
nd
pu
t b
ack
in t
he
shed
: —
bal
anci
ng
stilt
s —
mu
sica
l in
stru
men
ts
—la
rge
bal
ls w
ith
han
dle
s —
vari
ety
of
smal
l bal
ls
—co
nes
—
Hu
la-h
oo
ps
—b
ats
Ther
e ar
e sw
ings
, ham
mo
cks,
a
san
d a
rea
wit
h s
ho
vels
, tr
uck
s, b
uck
ets,
po
ts a
nd
pan
s,
bik
es, s
coo
ters
, wag
on
s, r
ock
s,
a tr
acto
r ti
re e
mb
edd
ed in
th
e d
irt,
tab
les,
a p
lay
ho
use
, w
ater
pu
mp
(p
itch
er p
um
p),
P
VC
pip
es, b
alls
, an
d b
oo
ks.
Ch
ildre
n s
coo
ped
dir
t, p
ulle
d
wag
on
s, r
od
e b
ikes
&
sco
ote
rs; c
limb
ed o
n t
he
clim
ber
; use
d p
vc p
ipes
as
—3-
pas
sen
ger
Tee
ter-
Tott
er
—B
ikes
—
Sco
ote
rs
—3-
pas
sen
ger
rou
nd
bik
e
—Ea
sel
—K
itch
en s
et
—R
olli
ng
san
d t
able
—
San
d t
oys
, sco
op
s, f
un
nel
s,
con
tain
ers,
liza
rds,
bo
ats,
co
lan
der
—
Dru
m a
nd
mu
sica
l in
stru
men
ts
—Fo
otb
alls
—
Ro
un
d b
alls
32
—b
alan
cin
g b
oar
ds
—fo
am n
oo
dle
s —
bea
nb
ags
wit
h b
ean
bag
to
ss
—p
om
po
ms
—p
arac
hu
te
—b
ow
ling
pin
s an
d b
alls
—
Vel
cro
pad
dle
s an
d b
alls
—
pla
stic
ho
rse
sho
es
—Fr
isb
ees
—p
last
ic s
ho
pp
ing
cart
—
ease
l —
bik
es
—1
sen
sory
tab
le f
illed
wit
h
pu
rple
san
d a
nd
1 s
en
sory
ta
ble
fill
ed w
ith
pin
e co
nes
ho
rns
and
tel
esco
pes
; sw
un
g o
n s
win
gs a
nd
in h
amm
ock
s;
mad
e sa
nd
cak
es f
or
a b
irth
day
; wal
ked
/bal
ance
d o
n
logs
; pla
yed
ho
use
; sat
on
a
big
tir
e in
th
e su
n; t
alke
d w
ith
a
frie
nd
; mo
ved
big
ro
cks
to
loo
ked
fo
r w
orm
s.
—B
ean
-bag
to
ss e
ase
l wit
h p
ock
ets
for
bea
nb
ags
—B
aske
tbal
l ho
op
w/b
alls
—
Smal
l tru
cks
wit
h 2
Lit
tle
Tyk
es
gara
ges
—Si
dew
alk
chal
k —
Bu
bb
les
—M
ou
nta
in r
ock
s —
Rin
g to
ss
—M
itts
an
d b
alls
(V
elcr
o)
—Sm
all p
last
ic b
alls
, 4”
—So
ccer
bal
l —
Vo
lleyb
all
—H
ula
-ho
op
s —
Ten
t —
Co
op
erat
ion
bal
l slid
e o
n r
op
es
—Sn
ow
sh
ove
ls
—Sl
ed
s —
Sno
w c
law
s —
Jum
p r
op
es
33
Item
I‐D
Ch
ildre
n’s
wo
rk a
nd
en
viro
nm
enta
l pri
nt
are
on
dis
pla
y.
Ro
w 1
: Ad
ult
s d
isp
lay
child
ren
’s w
ork
th
rou
gho
ut
the
lear
nin
g en
viro
nm
ent
in m
any
way
s.
Leve
l 1 E
xam
ple
Ev
iden
ce
8 co
ffee
filt
er b
utt
erfl
ies
are
on
th
e w
all i
n t
he
bo
ok
area
at
ad
ult
eye
leve
l.
14 w
ater
colo
r p
ain
tin
gs in
th
e ar
t ar
ea a
t ad
ult
eye
leve
l. 5
pap
er-p
late
su
ns,
all
pai
nte
d
yello
w, o
n t
he
wal
l at
child
ren
’s
leve
l in
th
e b
oo
k ar
ea.
Leve
l 2 E
xam
ple
Ev
iden
ce
On
th
e b
ulle
tin
bo
ard
(ad
ult
ey
e le
vel)
wer
e p
aper
-pla
te
spid
ers
and
fin
ger-
pai
nte
d
rain
bo
ws,
all
the
sam
e. T
her
e w
ere
two
exa
mp
les
of
emer
gen
t w
riti
ng
do
wn
low
in
th
e w
riti
ng
area
.
Ch
ildre
n's
dis
pla
ys w
ere
in t
he
art
and
blo
ck a
rea
and
in
clu
ded
dra
win
gs, c
olla
ges,
p
ain
tin
gs, s
tam
ps,
ph
oto
s o
f b
lock
bu
ildin
gs, a
nd
cla
ss-
mad
e b
oo
ks. D
isp
lays
are
at
bo
th c
hild
an
d a
du
lt e
ye le
vel.
All
wo
rk is
ad
ult
leve
l an
d o
nly
in
on
e co
rner
of
the
roo
m. A
ll w
ork
is
child
-in
itia
ted
an
d in
clu
des
p
ain
tin
gs, p
ictu
res,
wri
tin
g, a
nd
ch
arts
.
Leve
l 3 E
xam
ple
Ev
iden
ce
The
artw
ork
dis
pla
yed
th
rou
gho
ut
the
clas
sro
om
in
clu
des
ch
ild-i
nit
iate
d
dra
win
gs, s
amp
les
of
wri
tin
g,
colla
ge a
rt, p
ain
tin
gs, a
nd
st
amp
art
. Th
ere
are
also
p
ho
togr
aph
s in
cen
ters
of
child
ren
pla
yin
g (e
.g.,
d
raw
ing,
bu
ildin
g, e
tc.)
in
tho
se a
reas
. Art
wo
rk in
th
e
ho
use
are
a is
po
sted
at
adu
lt
eye
leve
l.
Ch
ildre
n's
wo
rk is
dis
pla
yed
on
th
e b
ack
of
shel
ves
in a
var
iety
o
f p
lace
s in
th
e cl
assr
oo
m.
Wo
rk in
clu
des
ph
oto
grap
hs,
d
raw
ings
, an
d q
uo
tes
fro
m t
he
child
ren
ab
ou
t th
eir
wo
rk.
Art
wo
rk in
clu
ded
ch
ildre
n’s
sc
rib
blin
gs, d
itto
co
lor
pag
es,
bla
ck c
on
stru
ctio
n p
aper
wit
h
chal
k in
dif
fere
nt
colo
rs, a
nd
d
eco
rate
d p
aper
bag
s m
ade
to
loo
k lik
e p
um
pki
ns.
Som
e w
ork
is a
t ch
ildre
n’s
eye
le
vel a
nd
so
me
is a
bo
ve. T
her
e ar
e p
ho
tos
of
child
ren
do
ing
vari
ou
s ty
pes
of
wo
rk in
all
inte
rest
are
as.
In t
he
art
area
an
d o
n b
ack
wal
l th
ere
is a
var
iety
of
dif
fere
nt
typ
es
of
art
dis
pla
yed
. Th
ere
are
pai
nti
ngs
, dra
win
gs, w
riti
ng
sam
ple
s, c
olla
ges,
an
d p
ho
tos.
Leve
l 4 E
xam
ple
Ev
iden
ce
Dis
pla
yed
wo
rk in
clu
ded
co
llage
s, c
hal
k d
raw
ings
, d
raw
ings
of
child
ren
’s
fam
ilie
s, c
hild
ren
’s w
riti
ng
—
thei
r n
ames
, wat
erco
lor
Ch
ildre
n's
wo
rk c
on
sist
s o
f p
ain
tin
gs, d
raw
ings
, ph
oto
s o
f p
roje
cts,
co
llage
mat
eria
ls
pro
ject
, wri
tin
gs.
Ch
ildre
n’s
wo
rk w
as d
isp
laye
d in
all
inte
rest
are
as a
nd
incl
ud
ed c
hild
-in
itia
ted
dra
win
gs, p
ain
tin
gs,
colla
ges,
an
d p
ho
tos
of
child
ren
at
wo
rk. A
ll w
ork
was
dis
pla
yed
at
34
pai
nti
ngs
, an
d r
ecal
l gra
ph
s.
Fam
ily d
raw
ings
po
sted
in
the
bo
ok
area
; var
iety
of
child
ren
's a
rtw
ork
po
sted
in
the
blo
ck, h
ou
se, a
nd
to
y ar
eas;
ch
ildre
n's
ch
alk
dra
win
gs p
ost
ed b
y th
e
cub
bie
s n
ear
the
do
or;
ex
amp
les
of
child
ren
’s
rep
rese
nta
tio
ns
of
thei
r n
ames
in t
he
wri
tin
g ar
ea;
vari
ety
of
child
ren
's c
olla
ges
po
sted
in a
rt a
rea
at
child
ren
’s e
ye le
vel.
The
child
ren
's w
ork
is
dis
pla
yed
in d
iffe
ren
t p
arts
of
the
clas
sro
om
: dis
cove
ry a
rea,
th
e b
ath
roo
m, b
y th
e ch
ildre
n's
cu
bb
ies,
in t
he
stu
dio
, nea
r th
e dr
amat
ic p
lay
area
.
The
child
ren
's w
ork
is
dis
pla
yed
at
the
child
ren
's e
ye
leve
l.
child
ren
’s e
ye le
vel.
Ho
mem
ade
clas
s b
oo
ks w
ere
on
th
e b
oo
ksh
elf
in t
he
bo
ok
area
.
35
Item
I‐D
Ch
ildre
n’s
wo
rk a
nd
en
viro
nm
enta
l pri
nt
are
on
dis
pla
y.
Ro
w 2
: Man
y ex
amp
les
of
envi
ron
men
tal p
rin
t th
at e
nco
ura
ge c
hild
ren
to
wri
te le
tter
s, n
um
ber
s, n
ames
an
d w
ord
s ar
e in
ten
tio
nal
ly p
lace
d t
hro
ugh
ou
t th
e cl
assr
oo
m.
Leve
l 1 E
xam
ple
Ev
iden
ce
Ther
e ar
e n
o w
ord
s o
r le
tter
s p
lace
d in
th
e cl
assr
oo
m.
Ther
e is
an
alp
hab
et s
trip
; it
is
pla
ced
alo
ng
the
ceili
ng.
Th
ere
is a
cu
rsiv
e al
ph
abet
str
ip.
Leve
l 2 E
xam
ple
Ev
iden
ce
Ch
ildre
n’s
nam
es a
re o
n t
hei
r cu
bb
ies
and
th
ere
are
area
n
ames
(B
oo
k A
rea,
Kit
chen
, et
c.).
The
Dai
ly S
ched
ule
, wit
h t
he
par
ts o
f th
e d
ay, i
s p
ost
ed
nea
r th
e ca
rpet
use
d f
or
gree
tin
g ti
me
an
d in
clu
des
p
ho
tos
of
child
ren
en
gage
d in
th
e va
rio
us
dai
ly a
ctiv
itie
s.
Ther
e is
a s
ign
-up
sh
eet
and
a jo
b
char
t p
ost
ed n
ear
the
do
or
of
the
clas
sro
om
.
Leve
l 3 E
xam
ple
Ev
iden
ce
The
child
ren
's n
ames
are
d
isp
laye
d a
t ey
e le
vel.
Ther
e is
a c
hild
ren
's s
ched
ule
an
d
job
ch
art.
Th
ere
are
lab
els
on
m
ater
ials
, wri
tin
g m
ater
ials
in
all
area
s, a
nd
an
alp
hab
et
char
t.
Ther
e ar
e ch
ildre
n's
cu
bb
ies
wit
h n
ames
an
d p
ho
tos
and
h
oo
ks w
ith
nam
es o
n t
hem
. Th
ere
is a
vis
ual
sch
edu
le.
Inte
rest
are
as a
nd
mat
eria
ls
are
lab
eled
. Th
ere
are
han
d-
was
hin
g vi
sual
s w
ith
nu
mb
ers
on
th
em f
or
step
s. T
her
e ar
e w
riti
ng
mat
eria
ls in
inte
rest
ar
eas.
Ch
ildre
n s
ign
ed in
at
the
beg
inn
ing
of
the
day
. C
hild
ren
's p
ictu
res
and
nam
es,
and
en
viro
nm
enta
l pri
nt
po
sted
o
n a
n a
lph
abet
wo
rd w
all.
Inte
rest
are
as a
nd
mat
eria
ls a
re
lab
eled
. A
lph
abet
an
d n
um
ber
str
ips
are
loca
ted
th
rou
gho
ut
the
clas
sro
om
. C
hild
ren
nam
es a
re o
n c
ub
bie
s an
d m
ailb
oxe
s.
Han
d-w
ash
ing
(ju
st w
ord
s)
pro
ced
ure
po
sted
by
the
sin
k.
36
Leve
l 4 E
xam
ple
Ev
iden
ce
Ch
ildre
n s
ign
in d
aily
usi
ng
nam
e an
d s
ymb
ol;
Inte
rest
ar
ea s
ign
s in
clu
de
area
nam
e an
d p
ho
to; A
lph
abet
an
d
nu
mer
ical
str
ips
pla
ced
in t
he
wri
tin
g ar
ea a
nd
dra
mat
ic
pla
y ar
ea; C
hild
ren
's n
ames
vi
sib
le t
hro
ugh
ou
t ro
om
on
cu
bb
ies,
art
wo
rk, w
riti
ngs
, an
d “
go h
om
e”
fold
ers;
Clo
ck
in L
GT
area
an
d d
ram
atic
pla
y ar
ea; r
eal c
ale
nd
ar in
LG
T ar
ea a
nd
nea
r th
e d
oo
r;
han
d-w
ash
ing
char
t w
ith
p
ictu
res,
wo
rds,
an
d
nu
mb
ers
nea
r th
e si
nk;
wo
rd
card
s in
th
e w
riti
ng
area
, art
ar
ea a
nd
dra
mat
ic p
lay
area
.
Sign
-in
sh
eets
wit
h c
hild
ren
’s
nam
es, l
ett
er-l
inke
d s
ymb
ols
, an
d n
um
ber
s th
at m
atch
eac
h
child
's c
ot/
bag
; In
tere
st a
reas
h
ave
sign
s; S
hel
ves
and
to
y b
ins
are
lab
eled
; A
BC
str
ip
po
sted
at
child
ren
’s le
vel i
n
bo
ok
area
; Ch
ildre
n’s
nam
es
and
lett
er-l
inke
d s
ymb
ols
vi
sib
le o
n c
ub
bie
s; C
hild
ren
’s
nam
es o
n c
ots
; Co
mp
ute
r ke
ybo
ard
s; H
and
-was
hin
g re
min
der
s w
ith
wo
rds,
n
um
ber
s, a
nd
pic
ture
s lo
cate
d
by
bo
th s
inks
; La
bel
ed o
bje
cts;
C
lock
in h
ou
se a
rea
wit
h
nu
mb
ers;
Map
s in
ho
use
are
a
Sign
in s
hee
ts; I
nte
rest
are
a si
gns;
W
ord
wal
l wit
h c
hild
ren
's n
ames
an
d e
nvi
ron
men
tal p
rin
t; L
ette
rs
on
bat
hro
om
do
or;
Co
lor
nam
es
on
wal
l; N
um
ber
1 t
o 2
0 o
n w
all;
Sc
ien
ce c
har
ts w
ith
det
ails
of
exp
erim
ents
wit
h a
pp
les;
C
hild
ren
's n
ames
on
cu
bb
ies;
La
bel
ed o
bje
cts;
Clo
ck w
ith
n
um
eral
s; A
lph
abet
po
ster
; P
red
icti
on
ch
arts
, sh
ared
wri
tin
g,
po
ems;
Dai
ly r
ou
tin
e w
ith
nam
es
and
nu
mb
ers
37
Item
II‐A
Ad
ult
s Su
pp
ort
Ch
ildre
n’s
Un
der
stan
din
g o
f th
e C
on
sist
ent
Seq
ue
nce
of
Even
ts (
Dai
ly R
ou
tin
e).
Ro
w 1
: Ad
ult
s su
pp
ort
ch
ildre
n’s
un
der
stan
din
g o
f th
e co
nsi
sten
t ro
uti
ne
and
se
qu
ence
of
even
ts in
a s
cho
ol d
ay.
Leve
l 1 E
xam
ple
Ev
iden
ce
Ther
e is
a t
yped
sch
edu
le
po
sted
nex
t to
th
e te
lep
ho
ne
abo
ve t
he
hea
ds
of
the
child
ren
.
No
sch
edu
le is
po
sted
. Du
rin
g ch
oic
e ti
me,
T s
aid
: “W
e n
eed
to
cle
an u
p f
or
snac
k.”
No
o
ther
par
ts o
f th
e d
ay w
ere
refe
ren
ced
.
Ther
e is
a s
ched
ule
po
sted
in t
he
LGT
area
at
child
ren
’s e
ye le
vel;
teac
her
s an
d c
hild
ren
did
no
t ta
lk
abo
ut
the
par
ts o
f th
e d
ay.
Leve
l 2 E
xam
ple
Ev
iden
ce
Ther
e is
a p
ost
ed d
aily
sc
hed
ule
fo
r ch
ildre
n. T
he
sch
edu
le in
clu
des
tex
t an
d
imag
es.
At
the
star
t o
f th
e d
ay, T
sai
d:
“Co
me
mee
t m
e at
th
e ca
rpet
fo
r gr
ou
p.”
Vis
ual
Ro
uti
ne
(wit
h w
ord
s)
po
sted
un
der
th
e sm
art
bo
ard
.
T sa
id lo
ud
ly: “
5 m
inu
tes
till
gro
up
. Fin
ish
up
.”
T: “
Ok,
are
we
read
y? I
am
goin
g to
cal
l yo
ur
nam
e; y
ou
ar
e go
ing
to c
lap
yo
ur
sylla
ble
s an
d g
o t
o y
ou
r ta
ble
.”
CA
an
d T
sai
d lo
ud
ly: “
It’s
tim
e to
cle
an u
p.”
Sch
edu
le is
po
sted
at
child
leve
l w
ith
pic
ture
s an
d w
ord
s u
sin
g th
e H
igh
Sco
pe
sch
edu
le c
ard
s.
Du
rin
g th
e m
orn
ing
mee
tin
g, t
he
teac
her
an
no
un
ced
th
at in
stea
d o
f d
oin
g m
usi
c th
ey w
ou
ld g
o t
o t
he
gym
.
Leve
l 3 E
xam
ple
Ev
iden
ce
Ch
to
T: “
Wh
en a
re w
e go
ing
ou
tsid
e?”
T as
ked
th
e q
ues
tio
n b
ack:
“W
he
n a
re w
e
goin
g o
uts
ide
?”
TA: “
To t
ran
siti
on
to
go
o
uts
ide
, yo
u a
re g
oin
g to
do
sh
apes
. Yo
u a
re g
oin
g to
Dai
ly s
ched
ule
is a
t ch
ild e
ye
leve
l.
T: “
Wh
at d
o w
e d
o a
fte
r w
e ea
t? L
oo
k at
our
sch
edu
le u
p
ther
e.”
Po
inte
d t
o d
aily
sc
hed
ule
. Ch
: “N
ap.”
T:
“W
e d
o h
ave
rest
tim
e.”
A1:
"Th
at's
op
en d
uri
ng
bo
ok
tim
e."
C1
: "I t
hin
k w
e ca
n d
o t
hat
at
dis
mis
sal."
A1:
"O
h, y
ou
th
ink
may
be
at d
ism
issa
l, o
k."
38
com
e u
p a
nd
pic
k a
shap
e.”
Dai
ly r
ou
tin
e is
po
sted
on
th
e si
de
of
the
art
cab
inet
s;
clip
art
and
tex
t at
ch
ild le
vel.
T: “
Five
mo
re m
inu
tes.
An
d
then
wh
at?”
C
h:
“Th
en w
e go
insi
de
and
w
ash
ou
r h
and
s an
d g
o t
o t
he
carp
et a
nd
list
en t
o a
sto
ry
and
th
en s
mal
l gro
up
an
d t
hen
w
ork
tim
e.”
T:
“Yo
u r
emem
ber
ed o
ur
afte
rno
on
sch
edu
le.”
A1:
"So
meo
ne
said
th
at it
mig
ht
rain
, so
we
wo
uld
hav
e to
tak
e th
is o
ff if
we
can
't g
o o
uts
ide.
So
w
ork
tim
e w
ou
ld b
e lo
nge
r."
(po
cket
ch
art)
T: “
Go
was
h y
ou
r h
and
s; it
’s t
ime
for
lun
ch.”
Dai
ly s
ched
ule
is p
ost
ed v
erti
cally
o
n t
he
wal
l nea
r th
e la
rge
-gro
up
ar
ea; i
t co
nta
ins
wri
tten
tex
t (i
n a
p
ock
et c
har
t).
Leve
l 4 E
xam
ple
Ev
iden
ce
Dai
ly s
ched
ule
is p
ost
ed a
t ch
ildre
n's
leve
l wit
h w
ord
s an
d H
igh
Sco
pe
sym
bo
ls.
T1: “
We
’re
goin
g to
larg
e gr
ou
p.”
C
2: “
Wh
at a
re w
e d
oin
g fo
r la
rge
gro
up
?”
T1:
“We
’re
do
ing
par
tner
d
anci
ng.
”
On
e p
aren
t ca
me
to p
ick
up
a
child
aft
er
sto
ry t
ime.
C
1: “
It’s
tim
e to
go
ho
me?
”
T1:
“We
’re
goin
g to
eat
sn
ack
and
th
en d
o la
rge
gro
up
.”
Dai
ly s
ched
ule
is p
ost
ed a
t ch
ildre
n’s
leve
l in
th
e so
cial
ar
ea w
her
e th
ey h
ave
larg
e gr
ou
p.
A3:
“Z,
I’m
wo
nd
erin
g if
yo
u
was
hed
yo
ur
han
ds?
” C
1: “
Yes.
” A
3: “
Ok,
th
en w
hat
is t
he
nex
t st
ep, w
hat
do
we
do
nex
t?”
C1
: "Si
gn in
; I d
id.”
A1
to C
h: “
Yes,
as
soo
n a
s w
e go
to
sm
all g
rou
p, t
hat
will
be
you
r ta
ble
.”
The
visu
al d
aily
sch
edu
le is
at
eye
leve
l fo
r ch
ildre
n. T
he
visu
al
sch
edu
le h
as s
imp
le p
ictu
res
and
w
ord
s fo
r ea
ch p
art
of
the
day
. Te
ach
ers
refe
rred
to
th
e ro
uti
ne
at m
ult
iple
tim
es t
hro
ugh
ou
t th
e d
ay t
alki
ng
abo
ut
wh
at c
ame
nex
t:
T: “
We
hav
e o
ne
mo
re m
inu
te t
o
fin
ish
bef
ore
mo
rnin
g m
essa
ge.”
T:
“It
's a
lmo
st t
ime
to c
lean
up
.”
T: “
We
are
mo
vin
g to
larg
e-g
rou
p
no
w.”
T:
“O
ff t
o r
ecal
l tim
e.”
39
C2
: “W
e a
lrea
dy
did
larg
e gr
ou
p.”
T1
: “W
e d
id la
rge
gro
up
on
e ti
me
tod
ay b
ut
rem
emb
er w
e d
o la
rge
gro
up
tw
o t
imes
a
day
.”
C2
: “B
ut
we
on
ly h
ave
on
e sm
all g
rou
p.”
T1
: “W
e d
o o
nly
hav
e o
ne
smal
l gro
up
.”
T1: “
Aft
er
sto
ry t
ime
is s
nac
k ti
me.
“
Ch
ild’s
job
was
to
ch
eck
the
sch
edu
le; s
he
aske
d t
o d
o t
his
d
uri
ng
free
ch
oic
e. S
he
wen
t to
rev
iew
it w
ith
A3.
T1: “
We
nee
d t
o f
inis
h s
nac
k so
we
can
go
ou
tsid
e; t
hen
it’ll
b
e t
ime
for
rest
tim
e.”
At
gro
up
, C1
mo
ved
th
e m
arke
r o
n t
he
sch
edu
le.
T: “
Loo
k, S
mo
ved
it t
o s
mal
l-gr
ou
p t
ime.
Th
at’s
wh
at's
nex
t.
Then
we
will
do
pla
nn
ing.
”
40
Item
II‐A
Ad
ult
s Su
pp
ort
Ch
ildre
n’s
Un
der
stan
din
g o
f th
e C
on
sist
ent
Seq
ue
nce
of
Even
ts (
Dai
ly R
ou
tin
e).
Ro
w 2
: Ad
ult
s ar
e th
ou
ghtf
ul a
bo
ut
lett
ing
child
ren
kn
ow
wh
en t
ran
siti
on
s to
a d
iffe
ren
t (w
ith
in a
nd
ou
tsid
e o
f th
e cl
assr
oo
m),
gro
up
, or
acti
vity
will
occ
ur.
Leve
l 1 E
xam
ple
Ev
iden
ce
Ther
e w
as a
fiv
e-m
inu
te
war
nin
g b
efo
re c
lean
up
fro
m
cho
ice.
No
oth
er p
ort
ion
s o
f th
e d
ay w
ere
ann
ou
nce
d in
ad
van
ce.
Du
rin
g w
ork
tim
e, c
hild
ren
fl
ash
ed li
ghts
an
d lo
ud
ly
ann
ou
nce
d c
lean
up
.
T1: “
Pu
t it
aw
ay, s
mal
l gro
up
is
ove
r.”
No
oth
er t
ran
siti
on
war
nin
gs
wer
e o
bse
rved
.
Ch
ild’s
job
was
to
let
oth
er
child
ren
kn
ow
th
at t
her
e w
ere
five
min
ute
s le
ft t
o p
lay
at w
ork
ti
me.
N
o o
ther
war
nin
gs f
or
tran
siti
on
w
ere
ob
serv
ed.
Leve
l 2 E
xam
ple
Ev
iden
ce
T sa
id lo
ud
ly: “
We
just
fi
nis
hed
cle
anu
p; I
wo
nd
er
wh
at c
om
es n
ext
on
ou
r sc
hed
ule
?” T
wen
t o
ver
to
the
visu
al s
ched
ule
to
ch
ange
it
to
rec
all:
“Aft
er
reca
ll w
e w
ill r
ead
a b
oo
k an
d t
hen
go
o
uts
ide.
”
TA: “
E (f
ive
-min
ute
job
).”
E tu
rned
ligh
ts o
ff. T
A s
aid
lo
ud
ly: “
5 m
ore
min
ute
s to
cl
ean
up
. Sin
g th
e so
ng,
E.”
E
wen
t ar
ou
nd
th
e ro
om
b
angi
ng
a d
rum
.
T sa
id t
o c
hild
ren
in t
he
blo
ck
At
cho
ice
tim
e, c
hild
ren
wer
e gi
ven
a 5
-min
ute
war
nin
g w
ith
th
e lig
hts
off
.
Ch
ildre
n w
ere
qu
ietl
y aw
aken
ed in
div
idu
ally
fro
m
rest
tim
e. T
each
ers
op
ened
th
e b
lind
s fi
rst,
an
d t
hen
tu
rned
on
th
e lig
hts
.
Teac
her
an
no
un
ced
lou
dly
to
cl
ass:
“Fr
eeze
! Ev
eryo
ne
com
e to
th
e ru
g.”
Ther
e w
ere
visi
tors
fro
m t
he
den
tist
’s
off
ice.
At
cho
ice
tim
e, A
1 an
no
un
ced
: “O
ne
mo
re m
inu
te.”
A1
san
g a
cle
anu
p s
on
g an
d
join
ed c
hild
ren
on
th
e ca
rpet
to
b
egin
gro
up
.
Aft
er
lun
ch, c
hild
ren
wer
e re
dir
ecte
d t
o s
it b
ack
at t
he
tab
les
un
til t
her
e w
ere
less
th
an
3 ch
ildre
n in
lin
e. A
ch
ild w
aite
d
alo
ne
at t
he
tab
le; a
ll ch
airs
wer
e st
acke
d. T
he
teac
her
red
irec
ted
ch
ildre
n in
lin
e: “
You
’re
firs
t, h
e’s
nex
t in
lin
e, a
nd
th
en y
ou
’re
afte
r h
im…
.”
41
and
dra
mat
ic p
lay
area
s:
“Fo
ur
mo
re m
inu
tes.
”
T sa
id lo
ud
ly t
o a
ll ch
ildre
n a
t th
eir
smal
l-gr
ou
p t
able
s: “
We
are
goin
g to
mo
ve li
ke a
ve
hic
le o
f yo
ur
cho
ice
to r
ead
al
ou
d. “
Le
vel 3
Exa
mp
le
Evid
ence
T:
“I’
m g
oin
g to
sh
ow
yo
u
som
e p
ictu
res.
Wh
en y
ou
se
e yo
ur
pic
ture
, yo
u w
ill g
o t
o
you
r sm
all g
rou
p.”
“W
ho
's
this
gu
y? W
hat
's h
is la
st
nam
e?”
“M
rs. A
's t
able
. __
_ is
go
ing
to M
rs. B
's t
able
.”
“Wh
at's
__
_’s
last
nam
e?”
C
hild
ren
get
up
an
d h
ead
to
sm
all g
rou
p a
s th
ey s
ee
thei
r m
atch
ing
pic
ture
or
as t
hey
ar
e d
irec
ted
.
T: "
Get
in li
ne
.” C
hild
ren
get
in
lin
e fo
r gy
m. “
Oka
y ar
e w
e go
ing
to b
e n
ois
y as
el
eph
ants
or
qu
iet
as m
ice?
”
T w
alke
d a
rou
nd
to
ch
ildre
n
T st
and
s at
th
e fr
on
t o
f th
e ta
ble
s: "
You
gu
ys h
ave
a co
up
le m
ore
min
ute
s to
fin
ish
u
p w
ith
yo
ur
bre
akfa
st."
T: "
Nex
t w
e're
go
ing
to p
lan
b
efo
re w
e m
ove
to
wo
rk
tim
e. If
yo
u a
re in
my
gro
up
, m
ove
to
th
e b
lock
are
a. If
yo
u
are
in M
rs. W
's g
rou
p, y
ou
can
st
ay r
igh
t h
ere.
"
T: "
Bo
ys a
nd
gir
ls, l
oo
k at
th
e ti
me.
Wh
at d
oes
it s
ay?"
C
: "N
o t
ime!
" C
2: "
Cle
anu
p t
ime.
" T:
"A
lmo
st!
It s
ays
we
hav
e ab
ou
t o
ne
min
ute
."
T to
Ch
: “Yo
u a
re r
ead
y to
go
h
om
e. A
fte
r o
uts
ide
tim
e, it
’ll
At
the
end
of
larg
e gr
ou
p:
T1:
“C1
, ho
w s
ho
uld
we
get
to
the
sin
k to
was
h o
ur
han
ds?
” (f
or
snac
k)
C1
: “W
alk.
” T1
: “C
1 s
ays
we
sho
uld
wal
k to
th
e si
nk.
” C
2: “
I wan
t to
ho
p.”
T1
: “Y
ou
can
ho
p.”
Bre
akfa
st:
T1 q
uie
tly
said
, as
she
ate
bre
akfa
st w
ith
ch
ildre
n: “
5 m
ore
m
inu
tes
to f
inis
h b
reak
fast
.”
Seve
ral c
hild
ren
sai
d: “
OK
.”
Wo
rk T
ime:
T1
: “W
atch
th
e gr
een
(sa
nd
) ti
mer
. Wh
en t
he
gree
n t
imer
get
s d
ow
n t
o t
he
bo
tto
m, y
ou
pu
t th
e ta
ble
ts a
way
.”
42
in t
he
gym
: “2
mo
re m
inu
tes
at g
ym.”
T w
alke
d a
rou
nd
th
e cl
assr
oo
m: “
5 m
ore
min
ute
s at
ch
oic
e ti
me.
”
Aft
er
lun
ch a
ctiv
itie
s: “
You
ca
n g
o g
et y
ou
r st
uff
an
d
then
we
are
goin
g to
hea
d
ou
tsid
e.”
Cal
l on
ch
ildre
n a
fe
w a
t a
tim
e.
be
tim
e fo
r yo
ur
mo
m t
o p
ick
you
up
.”
T1 s
too
d in
on
e sp
ot
in t
oy
area
an
d s
aid
to
all:
“Te
n m
ore
m
inu
tes,
gu
ys.”
Tran
siti
on
to
larg
e gr
ou
p:
T1:
“Fri
en
ds,
bo
oks
aw
ay p
leas
e.”
(n
o w
arn
ing)
Leve
l 4 E
xam
ple
Ev
iden
ce
Wo
rk T
ime:
T:
“A
ll th
is s
tuff
yo
u a
re p
ilin
g o
n m
e w
e're
go
ing
to h
ave
to
cle
an u
p a
t cl
ean
up
tim
e in
20
min
ute
s.”
A c
hild
fla
shed
th
e lig
hts
an
d
told
eve
ryo
ne
: “5
mo
re
min
ute
s.”
T: “
Let'
s h
ead
to
th
e ca
rpet
fo
r re
call;
th
en w
e'll
figu
re
ou
t w
her
e w
e're
go
ing
to
cle
an u
p.”
T: “
Aft
er
rece
ss, w
e'll
hav
e m
eeti
ng
circ
le.”
At
arri
val,
A2
wen
t ar
ou
nd
th
e ro
om
an
d t
old
ch
ildre
n a
nd
ad
ult
s p
layi
ng
that
th
ere
wo
uld
be
five
mo
re m
inu
tes
to
pla
y.
A2
gave
info
rmat
ion
ab
ou
t sm
all g
rou
p a
t th
e en
d o
f th
e la
rge
gro
up
: “A
t sm
all g
rou
p
tod
ay, w
e w
ill b
e ex
plo
rin
g m
agn
ets.
” B
efo
re s
mal
l gro
up
en
ded
ch
ildre
n w
ere
give
n a
2-
min
ute
an
d t
hen
1-m
inu
te
war
nin
g. T
hey
wer
e al
so t
old
th
at t
hey
co
uld
use
th
e m
ater
ials
at
free
ch
oic
e.
Ch
to
TA
: “T
he
clo
ck is
on
th
e fo
ur.
” TA
rep
eate
d: “
You
’re
righ
t.
Wh
at d
o w
e d
o w
hen
th
e cl
ock
is
on
th
e fo
ur?
” C
h: “
We
pic
k u
p
and
go
to
th
e ca
rpet
to
rea
d
bo
oks
.”
Wo
rk T
ime
: SA
gav
e 5
-min
ute
w
arn
ing
sign
s to
th
e sp
ecia
l h
elp
er. C
hild
wen
t ar
ou
nd
an
d
sho
wed
th
e 5-
min
ute
sig
n. (
Sign
h
ad t
he
nu
mb
er 5
on
it).
Ch
ild
pre
ten
ded
to
be
a ca
t w
hile
ta
kin
g th
e si
gn a
rou
nd
th
e ro
om
.
T w
alke
d a
rou
nd
th
e ro
om
: “It
lo
oks
like
L is
tel
ling
us
that
we
hav
e 5
mo
re m
inu
tes
left
to
43
T: “
If y
ou
're
fin
ish
ed w
ith
sm
all g
rou
p, y
ou
can
pu
t yo
ur
thin
gs a
way
an
d g
et r
ead
y fo
r lu
nch
.”
T: “
On
e m
ore
per
son
nee
ds
to f
inis
h in
th
e b
ath
roo
m a
nd
th
en w
e'll
shu
t th
e lig
hts
off
fo
r re
st t
ime.
”
Wh
ile o
uts
ide,
th
e te
ach
er
mo
ved
aro
un
d t
he
spac
e an
d
told
ch
ildre
n: “
We
hav
e ab
ou
t fi
ve m
ore
min
ute
s u
nti
l we
line
up
fo
r in
sid
e.”
Du
rin
g w
ork
tim
e, T
to
ld a
ch
ild: “
We
on
ly h
ave
abo
ut
five
mo
re m
inu
tes
to w
ork
on
th
is. T
hen
it’ll
be
tim
e to
cle
an
up
an
d h
ead
fo
r re
call.
”
pla
y.”
Spec
ial H
elp
er t
urn
ed t
he
ligh
ts
off
an
d s
aid
: “Ti
me
to c
lean
up
.”
T m
ove
d a
rou
nd
th
e ro
om
: “I s
ee
the
ligh
ts a
re o
ff n
ow
; it
mu
st b
e ti
me
to c
lean
up
. Let
’s c
lean
up
an
d g
et r
ead
y fo
r gr
ou
p.”
La
rge
Gro
up
: C
hild
hel
per
mo
ved
th
e cl
ip o
n t
he
dai
ly s
ched
ule
. T
aske
d: “
Wh
at c
om
es n
ext?
” C
hild
ren
: “W
ork
tim
e!”
T: “
You
’re
righ
t; a
nd
th
en w
e w
ill c
lean
up
an
d d
o o
ur
smal
l gro
up
s.”
44
Item
II‐B
Th
ere
is t
ime
each
day
fo
r ch
ild‐i
nit
iate
d a
ctiv
itie
s in
th
e cl
assr
oo
m a
nd
du
rin
g o
utd
oo
r ti
me.
R
ow
1: A
du
lts
allo
w c
hild
ren
to
car
ry o
ut
thei
r in
ten
tio
ns
usi
ng
all a
cces
sib
le m
ater
ials
dur
ing
clas
sro
om
ch
ild-i
nit
iate
d
acti
vity
fo
r an
ext
end
ed p
erio
d o
f ti
me.
Leve
l 1 E
xam
ple
Ev
iden
ce
Pla
y ti
me
was
fro
m 9
:30
– 10
:10
am. T
each
ers
pla
ced
m
ater
ials
on
4 t
able
s:
1.C
rayo
ns
and
co
lori
ng
bo
oks
2.M
agn
a-Ti
les
3.5
bo
ard
pu
zzle
s4.
Bin
go s
tam
per
s an
d p
aper
T as
sign
ed t
he
child
ren
to
ta
ble
s: “
OK
, yo
u c
an p
lay
wit
h t
he
mat
eria
ls in
fro
nt
of
you
fo
r 10
min
ute
s. T
hen
we
will
mo
ve t
o t
he
nex
t st
atio
n.”
Eve
ry 1
0 m
inu
tes
T sa
id: “
Tim
e to
mo
ve t
o t
he
nex
t st
atio
n.”
At
wo
rk t
ime
, a c
om
mu
nit
y re
ader
sto
pp
ed b
y to
rea
d t
o
the
child
ren
. T1
had
ch
ildre
n
all l
eav
e th
eir
acti
viti
es
and
sit
o
n t
he
carp
et t
o b
e re
ad t
o a
s a
gro
up
. Th
e vi
sito
r w
aite
d
abo
ut
10 m
inu
tes
un
til a
ll th
e ch
ildre
n w
ere
qu
iet.
Th
e ch
ildre
n h
ad o
nly
bee
n
pla
yin
g fo
r ab
ou
t 10
min
ute
s.
Wh
en t
he
read
ing
was
fin
ish
ed
they
wen
t o
n t
o s
nac
k ti
me.
At
wo
rk t
ime
, T2
sto
pp
ed
ever
yon
e to
let
them
kn
ow
th
ey
wer
e ge
ttin
g to
o lo
ud
: “M
y, o
h
my,
yo
u a
re a
ll b
ein
g w
ay t
oo
lo
ud
. Qu
iet
do
wn
no
w o
r p
lay
tim
e w
ill b
e d
on
e.”
She
sto
pp
ed
them
3 t
imes
an
d t
hen
dec
ided
th
ey w
ere
do
ne
afte
r 20
m
inu
tes:
“Th
at is
all!
We
are
do
ne
her
e. It
is c
lean
up
tim
e.”
Leve
l 2 E
xam
ple
Ev
iden
ce
Two
gir
ls c
olo
red
wit
h
cray
on
s at
th
e ar
t ta
ble
. W
hen
th
ere
wer
e a
lot
of
bu
bb
les
in t
he
wat
er t
able
, th
e te
ach
er c
lose
d t
he
tab
le
and
th
e b
lock
are
a n
ext
to
the
wat
er t
able
. A c
hild
was
to
ld: “
Kee
p t
he
tru
cks
on
th
e
Pla
y ti
me
was
sch
edu
led
fo
r 45
m
inu
tes.
Ch
ildre
n p
laye
d in
th
e h
ou
se a
rea,
bu
ilt w
ith
b
lock
s, a
nd
did
pu
zzle
s at
th
e ta
ble
. Tw
o b
oys
ran
an
d
chas
ed
eac
h o
ther
. T1
told
th
em t
o s
top
. Wh
en t
hey
co
nti
nu
ed r
un
nin
g, T
1 ga
ve
them
a t
imeo
ut,
mak
ing
them
Wo
rk t
ime
was
ob
serv
ed f
rom
9:
20–9
:55
AM
. Ch
ildre
n g
ot
ou
t th
e ca
rdb
oar
d r
amp
s to
ext
en
d
thei
r p
lay
wit
h t
he
cars
. T2
was
in
th
e d
ress
up
are
a p
layi
ng
sto
re a
nd
ord
erin
g fo
od
. Oth
er
child
ren
pla
yed
wit
h c
ars
on
th
e le
dge
, rac
ing
them
an
d t
alki
ng
abo
ut
wh
ich
car
s ar
e th
e fa
stes
t
45
carp
et, p
leas
e.”
A b
oy
loo
ked
at
a b
oo
k in
th
e b
oo
k ar
ea.
sit
ou
t th
e re
st o
f th
e p
lay
tim
e, a
no
ther
10
min
ute
s.
and
slo
wes
t. T
1 u
ses
wo
rk t
ime
to a
sses
s ch
ildre
n, c
allin
g th
em
ove
r o
ne
at a
tim
e fo
r ab
ou
t 10
m
inu
tes
each
. Le
vel 3
Exa
mp
le
Evid
ence
C
hild
ren
pre
ten
d t
o c
oo
k in
th
e h
ou
se a
rea
wit
h T
2 m
akin
g “b
run
ch”
at T
2’s
req
ues
t. C
hild
ren
bu
ild w
ith
Le
gos
in t
he
blo
ck a
rea.
Th
ree
ch
ildre
n p
lay
at t
he
wat
er t
able
. A c
hild
pu
ts
som
e w
ater
in a
n e
mp
ty
con
tain
er a
nd
tak
es it
to
th
e h
ou
se a
rea.
An
oth
er c
hild
go
es t
o d
o t
he
sam
e. T
1:
“Yo
u c
an o
nly
tak
e th
e w
ater
if
yo
u a
re g
oin
g to
th
e w
ater
ta
ble
.” C
h p
oin
ts t
o t
he
ho
use
are
a. T
1: “
You
can
’t
hav
e w
ater
in t
he
ho
use
ar
ea;
if y
ou
wan
t to
pla
y w
ith
w
ater
, tak
e it
to
th
e w
ater
ta
ble
.”
Ch
: “C
an I
pla
y o
n t
he
com
pu
ter?
” T:
“Th
ere
is o
nly
o
ne
th
at w
ork
s, s
o w
hen
so
meo
ne
is d
on
e yo
u c
an
hav
e a
turn
.”
Thre
e c
hild
ren
wen
t an
d u
sed
la
rge
blo
cks
to b
uild
st
ruct
ure
s. O
ne
child
go
t en
velo
pes
an
d a
rt m
ater
ials
, sa
t at
a t
able
wri
tin
g, a
nd
pu
t p
aper
in e
nve
lop
es. T
wo
ch
ildre
n w
ent
to t
he
toy
area
to
bu
ild. O
ne
child
fo
un
d it
ems
that
wer
e m
enti
on
ed in
th
e re
ad-a
lou
d s
tory
an
d t
old
his
o
wn
ver
sio
n o
f th
e st
ory
(th
e te
ach
er w
as in
vite
d t
o li
sten
an
d w
atch
). T
hre
e c
hild
ren
p
laye
d w
ith
do
lls (
som
e ch
ildre
n d
ress
ed
up
). T
1 an
no
un
ced
cle
anu
p t
ime
wit
ho
ut
war
nin
g. C
hild
ren
had
30
min
ute
s o
f fr
ee t
ime.
A c
hild
sat
in t
he
loft
an
d p
laye
d
wit
h p
up
pet
s. T
wo
gir
ls d
ress
ed
b
aby
do
lls in
th
e h
ou
se a
rea
and
car
rie
d t
hem
aro
un
d t
he
clas
sro
om
. T1
hel
ped
a c
hild
w
rap
mas
kin
g ta
pe
aro
un
d
dif
fere
nt
pie
ces
of
pap
er. T
he
san
d/w
ater
tab
le w
as c
lose
d
(T1
ann
ou
nce
d t
hey
wo
uld
no
t b
e p
layi
ng
ther
e to
day
bec
ause
o
f th
e b
ub
ble
pro
ble
m t
he
day
b
efo
re).
46
Leve
l 4 E
xam
ple
Ev
iden
ce
Ch
oic
e ti
me
was
ob
serv
ed
fro
m 9
:15
–10:
05 A
M. O
ne
child
to
ok
the
trai
n f
rom
th
e b
lock
are
a to
th
e h
ou
se a
rea
to s
et it
up
. Ch
ildre
n m
ade
sou
p w
ith
lett
ers;
a c
hild
u
sed
th
e b
ean
bag
to
ss; t
hre
e
child
ren
use
d s
tick
s an
d
bla
nke
ts t
o b
uild
a t
ent,
ad
din
g ta
pe
to h
old
th
e b
lan
kets
to
th
e p
ole
s. C
h 1
sa
id: “
I am
th
e d
ad a
nd
I’m
go
ing
to c
han
ge t
he
bab
y.
You
be
the
un
cle
an
d g
et t
he
bo
ttle
.” C
h2:
“I a
m g
oin
g to
go
pla
y w
ith
G a
nd
th
e p
up
pet
s.”
Wo
rk t
ime
was
ob
serv
ed f
rom
9:
05 –
10:0
0 A
M. T
wo
gir
ls
mad
e st
raw
ber
ry s
ou
p f
or
T1
in t
he
ho
use
are
a. A
bo
y m
ade
a “r
ock
et s
hip
” w
ith
th
e M
agn
a-Ti
les.
An
oth
er b
oy
pu
shed
a T
on
ka t
ruck
aro
un
d
the
clas
sro
om
wit
h p
lay
foo
d
in t
he
bed
. Ch
to
ld T
1 in
th
e ar
t ar
ea: “
I’m
mak
ing
a ca
rd
for
my
mo
m.”
Wo
rk t
ime
was
ob
serv
ed f
rom
9:
16 –
10:0
9 A
M. C
hild
ren
fill
ed
mu
ffin
tin
s w
ith
pla
y d
ou
gh.
They
car
rie
d p
rete
nd
fo
od
to
o
ther
are
as. A
gir
l mix
ed p
ain
ts
at t
he
ease
l. C
hild
ren
pu
t b
ead
s an
d s
hel
ls in
pla
y d
ou
gh. T
wo
gi
rls
pac
ked
pu
rse
s w
ith
a
vari
ety
of
item
s an
d c
arri
ed
th
em in
th
e cl
assr
oo
m. C
hild
ren
w
ore
dre
ssu
p c
loth
es w
hile
w
ork
ing
in o
ther
are
as. T
hre
e
bo
ys b
uilt
ram
ps
wit
h b
lock
s.
47
Item
II‐B
Th
ere
is t
ime
each
day
fo
r ch
ild‐i
nit
iate
d a
ctiv
itie
s in
th
e cl
assr
oo
m a
nd
du
rin
g o
utd
oo
r ti
me.
R
ow
2: A
du
lts
allo
w c
hild
ren
car
ry o
ut
thei
r in
ten
tio
ns
usi
ng
all a
cces
sib
le e
qu
ipm
ent
and
mat
eria
ls d
uri
ng
the
ou
tdo
or
child
-in
itia
ted
act
ivit
y fo
r an
ext
en
ded
per
iod
of
tim
e.
Leve
l 1 E
xam
ple
Ev
iden
ce
Ch
ildre
n d
id n
ot
go o
uts
ide
to p
lay.
C
hild
ren
wen
t o
uts
ide
to p
lay,
b
ut
wer
e to
ld t
o s
tay
on
th
e b
lack
top
wit
h t
he
bal
ls (
2
bas
ketb
alls
, 4 p
layg
rou
nd
b
alls
) b
ecau
se “
It is
to
o m
ud
dy
to u
se t
he
pla
ygro
un
d.”
Ch
1 an
d C
h2
ran
aft
er
a p
layg
rou
nd
bal
l th
at r
olle
d
on
to t
he
gras
s. T
: “C
om
e b
ack
to t
he
bla
ckto
p. N
o
pla
ygro
un
d t
od
ay.”
Du
rin
g o
utd
oo
r ti
me
the
teac
her
s sp
lit t
he
gro
up
into
tw
o. T
1 p
laye
d “
Du
ck, D
uck
, G
oo
se”
wit
h h
er g
rou
p a
nd
T2
pla
yed
“R
ed
Lig
ht,
Gre
en
Lig
ht.
” A
fte
r 15
min
ute
s T1
an
no
un
ced
, “T
ime
to g
o b
ack
insi
de.
Let
’s
go!”
Leve
l 2 E
xam
ple
Ev
iden
ce
Du
rin
g o
uts
ide
tim
e th
e ch
ildre
n r
ide
tric
ycle
s, p
lay
wit
h b
alls
, an
d r
un
on
th
e gr
ass
chas
ing
each
oth
er.
Aft
er
abo
ut
10 m
inu
tes
the
teac
her
s ca
ll to
ch
ildre
n t
o
join
in t
he
par
ach
ute
gam
es.
Wh
en s
om
e ch
ildre
n s
ay n
o,
they
are
to
ld t
hey
mu
st jo
in
in t
he
gam
e.
As
child
ren
pre
par
e to
go
o
uts
ide,
get
tin
g th
eir
jack
ets
on
, T1
ann
ou
nce
s th
at t
hey
w
ill n
ot
be
allo
wed
to
pla
y o
n
the
clim
ber
bec
ause
it is
wet
fr
om
rai
n o
vern
igh
t. T
hey
go
o
ut
and
pla
y fo
r 30
min
ute
s.
At
ou
tsid
e ti
me
child
ren
pla
yed
w
ith
bal
ls, s
wu
ng
on
sw
ings
, an
d c
has
ed
eac
h o
ther
. T2
join
ed in
th
e ga
me
of
chas
e,
dec
ided
wh
o w
as “
it”
and
tri
ed
to
mak
e th
e ch
ildre
n f
ollo
w h
er
rule
s to
th
e ga
me:
“Lo
ok,
it’s
his
tu
rn; y
ou
hav
e to
ru
n a
nd
ch
ase
h
im.”
Leve
l 3 E
xam
ple
Ev
iden
ce
Ou
tsid
e ti
me
last
ed 3
5 m
inu
tes.
So
me
child
ren
wer
e
sho
velin
g sn
ow
wit
h s
ho
vels
an
d o
ther
s w
ere
bu
ildin
g a
sno
wm
an. O
ne
child
pu
lled
Ch
ildre
n p
laye
d o
n s
win
gs,
ran
, ro
de
bik
es, a
nd
ran
bac
k an
d f
ort
h o
n t
he
clim
ber
’s
bri
dge
. T2
pla
yed
wit
h c
hild
ren
in
th
e p
layh
ou
se p
rete
nd
ing
to
Ch
ildre
n p
laye
d t
ag, p
rete
nd
ed
to b
e w
olv
es, d
ug
in t
he
san
db
ox,
an
d s
om
e c
hild
ren
m
ade
a ca
r u
nd
er t
he
pla
y st
ruct
ure
wit
h a
ste
eri
ng
wh
eel
48
ano
ther
ch
ild o
n a
sle
d. T
wo
gi
rls
laid
on
th
eir
bel
lies
on
th
e sw
ings
. On
e ch
ild
dra
gged
ou
t al
l th
e ju
mp
ro
pes
an
d le
ft t
hem
in a
pile
o
f sn
ow
. T2
sho
ute
d t
o h
er,
“Bef
ore
yo
u p
lay
wit
h t
he
sno
w s
ho
vels
, yo
u m
ust
cle
an
up
all
the
jum
p r
op
es y
ou
left
o
ut
ove
r th
ere.
”
coo
k. A
fte
r ab
ou
t 20
min
ute
s,
T1 g
ave
a 5
-min
ute
war
nin
g to
go
insi
de.
and
ch
airs
. So
me
child
ren
ro
de
tr
icyc
les
then
sw
itch
ed
acti
viti
es
to p
lay
tag.
T1
sto
pp
ed t
hem
in t
he
mid
dle
of
thei
r ga
me
of
tag
and
ask
ed
them
to
par
k th
eir
trik
es a
gain
st
the
wal
l bef
ore
th
ey s
tart
ed
ano
ther
act
ivit
y.
Leve
l 4 E
xam
ple
Ev
iden
ce
Ou
tsid
e ti
me
was
ob
serv
ed
fro
m 1
0:45
–11:
25 A
M. S
ix
child
ren
th
rew
bal
ls a
nd
hit
th
em w
ith
bat
s o
r p
add
les.
Tw
o c
hild
ren
bal
ance
d o
n
bal
anci
ng
stilt
s o
n t
he
sid
ewal
k. O
ne
child
str
app
ed
a d
rum
ove
r h
is s
ho
uld
ers
and
wal
ked
aro
un
d o
uts
ide
pla
yin
g th
e d
rum
s. C
hild
ren
d
ipp
ed c
hal
k in
wat
er a
nd
d
rew
on
ch
alkb
oar
d e
ase
l. O
ne
child
pla
yed
a d
rum
on
to
p o
f th
e p
lay
stru
ctur
e. O
ne
child
pic
ked
flo
wer
s an
d s
aid
, “I
’m p
icki
ng
flo
wer
s fo
r m
y m
om
.” T
1 sa
id, “
You
’re
pic
kin
g fl
ow
ers
for
you
r m
om
. Oka
y.”
On
e ch
ild r
od
e
Ou
tdo
or
pla
y to
ok
pla
ce f
rom
11
:15–
12:0
0. C
hild
ren
ro
de
on
b
ikes
, use
d t
he
swin
gs, p
laye
d
wit
h H
ula
-ho
op
s to
geth
er, a
nd
ro
lled
do
wn
a h
ill.
A b
oy
kick
ed a
bal
l wit
h t
he
teac
her
, th
en w
ent
to t
he
clim
ber
. Ch
ildre
n u
sed
si
dew
alk
chal
k o
n t
he
cem
ent;
a
girl
ask
ed t
he
teac
her
to
d
raw
ho
psc
otc
h f
or
them
.
Ch
ildre
n w
ere
ou
tsid
e fr
om
10
:50
–11:
28 A
M. C
hild
ren
use
d
bal
loo
ns
and
Hu
la-h
oo
ps
at t
he
bal
ance
bea
m. S
om
e ch
ildre
n
hel
d t
he
ho
op
s an
d w
alke
d
acro
ss t
he
bea
m. O
ne
child
tr
ied
to
ro
ll th
e h
oo
p d
ow
n t
he
bea
m. T
1 an
d c
hild
ren
th
rew
b
allo
on
s th
rou
gh t
he
ho
op
s. C
: “T
he
flo
or
is la
va.”
T: “
Wh
at
do
es t
hat
mea
n?”
C: “
You
will
tu
rn in
to t
he
lava
mo
nst
er.
Scre
am!”
On
e ch
ild w
alke
d
acro
ss t
he
bea
m, a
nd
th
en r
an
to t
he
bas
ketb
all h
oo
p. T
wo
b
oys
du
g in
th
e sa
nd
bo
x. A
gir
l w
as s
win
gin
g an
d t
hen
ran
to
th
e cl
imb
er.
49
a b
ike
wh
ile h
old
ing
a co
nta
iner
fu
ll o
f ch
alk.
© 2019 HighScope Educational Research Foundation 51
Preschool Program Quality Assessment — Revised (PQA-R)
Research Foundation
Introduction
The HighScope Educational Research Foundation developed the Preschool Program
Quality Assessment-Revised (PQA-R) in response to research that shows high-quality early
learning is directly related to academic and life success (Schweinhart et al., 2005; Snow, Burns,
& Griffin, 1998). There is growing evidence that educators who use data-driven instruction have
a greater impact on student learning outcomes (Datnow, Park, & Wohlstetter, 2007; Petrides &
Nodine, 2005). Researchers have consistently found that two interrelated sets of indicators —
process and structure — influence the quality of the educational experiences for children,
especially our most vulnerable children (National Institute for Early Education Research,
2002). HighScope based the PQA-R on process and structure indicators identified in the
research as most relevant to providing a high-quality preschool experience, including learning
environment, teaching-learning routines, adult-child interactions, language, literacy,
mathematics, critical thinking, curriculum, planning, assessment, and parent engagement
(Ehrlich et al., 2018). We conducted an extensive review of the extant literature to provide the
research base for the items chosen to assess three essential domains: the Learning
Environment; Teaching and Learning Routines and Adult-Child Interactions; and Curriculum,
Planning, Assessment, and Parent Engagement.
© 2019 HighScope Educational Research Foundation 52
Domain 1: Learning Environment
Young children are affected by their surroundings but, more importantly, the preschool
environment influences the teaching and learning process (e.g., Anders et al.,
2012). Intentionally organizing and preparing the learning environment to help support
children’s development is critical. Specifically, it is important that the learning environment is
inclusive, provides a variety of classroom materials, and includes different interest
areas. Additionally, there should be a safe outdoor area with permanent structures and
portable materials that allow for diverse kinds of movement and play.
Item I-A: The indoor space has a variety of interest areas that have names and are
intentionally organized.
The utility of interest areas in promoting specific desirable child behaviors has been
identified in the research literature. Although there is no set rule for the number of interest
areas, it is recommended by Vogel (2012) to have basic interest areas such as creative,
construction, dramatic play, inquiry-based, and literacy areas. Having a number of different
areas enables teachers to provide diverse activities and tailor activities to individual children’s
interests (Inan, 2009).
A study conducted in 1980 found that the presence of partitioned special play areas was
associated with increased rates of fantasy play and peer interaction (Field, 1980). Additional
studies have found that organization into learning zones is associated with attention and active
engagement with peers (Dunst, McWilliam, & Holbert, 1986). Researchers have also identified
the presence of clearly identified and specific areas throughout the classroom containing
© 2019 HighScope Educational Research Foundation
53
conceptually or schematically clustered materials as potentially supportive of language learning
and use (Roskos & Neuman, 2001).
Item I-B: Classroom materials are plentiful.
The six learning areas addressed in this item (i.e., literacy; mathematics; science;
socioemotional skills; perceptual, motor, and physical development; and human diversity) are
all important parts of the preschool curriculum. Early development of skills in these areas,
particularly literacy and math, supports later school achievement (Yoshikawa et al., 2013).
Language and literacy are present in all areas of children’s education; math, science, and social
studies all draw on language and literacy competencies, particularly as children enter the higher
grades. Print materials and a literacy-rich environment that make literacy artifacts, such as
functional signs, literacy tools, and literacy-enriched play tools (e.g., menus, coupons, pens and
stationary, shopping list pads, recipe cards), available so children can enhance their literacy
activity in play (Neuman & Roskos, 1992).
Early math outcomes are also important for children’s future achievement and life
outcomes; research finds that early number competence predicts math achievement and the
rate of growth in math achievement through the third grade and math achievement in the 10th
grade (Jordan, Kaplan, Ramineni, & Locuniak, 2009; Stevenson & Newman, 1986). Additionally,
persistent math deficiencies can limit student career options (Eccles, 1997). A review of
research on the use of manipulatives in math instruction for students from the kindergarten to
college level found that, overall, manipulative use was associated with better learning
outcomes than instruction without manipulatives (Carbonneau, Marley, & Selig, 2013). These
positive effects, however, were moderated by the instructional techniques employed in each
© 2019 HighScope Educational Research Foundation 54
study, indicating that manipulatives alone, without intentional use and instruction by teachers,
are insufficient to support math learning.
Although less commonly integrated in preschool classrooms, science presents an
opportunity to explore critical thinking skills as children observe, manipulate, and talk about
their scientific experiences, and science supports language, literacy, and vocabulary
development (Brenneman, Stevenson-Boyd, & Frede, 2009). Science in the classroom should
be treated as more than learning lists of facts (Brenneman et al., 2009). Rather, children need
hands-on experiences that allow them to handle, observe, and talk about concepts in order to
understand what is new and different to them (Rivera, 1998).
Developing socioemotional skills is another central area of learning in preschool, and is
beneficial to children’s school performance as they grow older (Wentzel & Asher,
1995). Sociodramatic play is supported by research for developing and promoting children’s
socioemotional skills, including improving their role-taking ability, which is necessary for
developing communication and empathy skills (Hughes, 2009). Many objects in a preschool
classroom can be incorporated into sociodramatic play, particularly materials in areas that
support dramatic play, such as the house area.
Motor skills are also important to children’s success in school. Better overall motor
skills in preschool have been found to be associated with third-grade reading achievement
(McPhillips & Jordan‐Black, 2007). Additionally, fine motor skills at kindergarten entry predict
later achievement (Grissmer, Grimm, Aiyer, Murrah, & Steele, 2010), which is unsurprising as
fine-motor tasks are prevalent in school environments. To illustrate, one study found that
kindergarten children are engaged in tasks that require fine-motor skills 46% of the time (Marr,
© 2019 HighScope Educational Research Foundation
55
Cermak, Cohn, & Henderson, 2003). Motor skills have even been found to be more strongly
associated with decoding, reading comprehension, and overall reading gains during
kindergarten than executive function skills (Cameron et al., 2012). Beyond school achievement,
fundamental motor-skills mastery contributes to other life outcomes, as it is associated with
higher cardiovascular fitness and lower weight as children grow older (Lubans, Morgan, Cliff,
Barnett, & Okely, 2010). Finally, perceptual skills including better musical skills and better
musical sensitivity, which can be developed through the use of instruments and materials such
as rhythm sticks, are significantly associated with better reading development and phonological
awareness (Anvari, Trainor, Woodside, & Levy, 2002; Huss, Verney, Fosker, Mead, & Goswami,
2011).
Introducing children to human diversity and a diverse array of cultures is another
important part of the preschool experience because children develop an awareness of
differences in language, skin color, abilities, and customs by the age of three. In addition, they
begin to develop attitudes towards others based on these differences (Grant & Haynes, 1995).
The preschool classroom may be the first setting where children are interacting with children
from a different cultural background than their own. Introducing classroom materials that
allow children to interact with and learn about different cultures can create opportunities for
meaningful interactions and instruction around diversity. The dramatic play area is a part of the
classroom where such materials can be introduced (Kendall, 1983). Culturally relevant dramatic
play centers that include items that represent the cultures of children in the classroom also give
children an opportunity to draw from their home experiences to enhance play (Kirova, 2010;
Salinas-Gonzalez, Arreguín-Anderson, & Alanís, 2018). Teachers should take care to ensure that
© 2019 HighScope Educational Research Foundation
56
the materials they introduce for dramatic play, along with all other classroom materials, do not
reflect cultural biases and are accessible to children of all abilities (Rettig, 2002). In addition to
providing learning opportunities for the class, integrating materials that relate to the individual
uniqueness of the children in the classroom provides environmental clues that children and
their culture are seen as valuable within their classroom community (Cooper-Marcus &
Sarkissian, 1986; Weinstein, 1987).
However, the introduction of materials representing human and cultural diversity into
the classroom, which creates an opportunity for learning about diversity, is not in itself
sufficient for learning without adult support (Salinas-Gonzalez et al., 2018; Souto-Manning,
2013). Children can interact with such materials in ways that act out their existing stereotypes
and biases, therefore intentionality in instruction and in taking advantage of learning moments
that arise during play on the part of the teacher is imperative (Salinas-Gonzalez et al.,
2018). Materials must be integrated into the classroom and their introduction and culturally
appropriate use guided by teachers in intentional ways to promote learning (Kirova, 2010;
Salinas-Gonzalez et al., 2018). This intentional and appropriate use of materials is also true for
other content areas. While abundant materials in the classroom addressing all the above-
mentioned important areas of learning can support preschool children’s development, it is
important to note that the presence of materials is not enough. Children need the opportunity
to use such materials in the context of meaningful interactions with teachers or peers or during
an intentional instructional exercise to fully benefit from their availability (Williford, Vick
Whittaker, Vitiello, & Downer, 2013).
© 2019 HighScope Educational Research Foundation
57
Item I-C: There is a safe outdoor play area with ample space, structures, and materials
to support many types of movement.
Being overweight early in childhood has been found to significantly predict adult obesity
and health issues such as coronary heart disease (Baker, Olsen, & Sørensen,
2007). Furthermore, the development of gross-motor skills in childhood is associated with the
level of physical activity a child engages in, with improved motor skills being associated with
increased physical activity (Laukkanen, Pesola, Havu, Sääkslahti, & Finni, 2014). Improved
motor skills in children have also been found to correlate with maintaining higher levels of
physical activity as children age, as well as with higher health-related fitness levels (Barnett,
Van Beurden, Morgan, Brooks, & Beard, 2008, 2009; Lopes, Rodrigues, Maia, & Malina,
2011). In contrast, delays in motor-skill development are associated with lower perceived
physical competence (Robinson, 2011) and weaker academic achievement in later grades
(Kantomaa et al., 2013). As such, providing opportunities for physical activity and motor
development is important for a number of preschool children’s long-term outcomes.
Research has shown that children prefer to play on playground structures rather than in
open field spaces when such structures are provided (Farley, Meriwether, Baker, Rice, &
Webber, 2008). As the number of structures available to children increases, so do observed
rates of physical activity (Nielsen, Bugge, Hermansen, Svensson, & Andersen, 2012; Sugiyama,
Okely, Masters, & Moore, 2010). Research has demonstrated that both fixed and portable
playground equipment encourage increased rates of activity (Bower et al., 2008). Indeed, the
provision of balls and other portable equipment along with ample open space in which to use
such equipment was found to be more strongly associated with increased rates of moderate to
© 2019 HighScope Educational Research Foundation 58
vigorous physical activity than fixed equipment (Brown et al., 2009). Thus, to support the
development of motor skills and encourage physical activity in young children, outdoor play
spaces should be large enough for all children to engage with equipment and should contain
both fixed structures and portable materials.
Item I-D: Children’s work and environmental print are on display.
Hanging children’s work of all kinds, along with materials that relate to their individual
uniqueness, provides environmental clues that children are seen as important and matter
within their classroom community (Cooper-Marcus & Sarkissian, 1986; Weinstein, 1987). Such
displays have also been found to improve children’s performance on measures of self-esteem
(Maxwell & Chmielewski, 2008). Additionally, hanging children’s work can be used to make
print visible in the classroom environment.
Classrooms that provide a print-rich environment provide children with opportunities to
see print and engage in print-related activities (Phillips, Clancy-Menchetti, & Lonigan,
2008). Recognizing and being exposed to environmental print is a key element of the
development of print awareness, the knowledge that print can be used to represent an object
(Neuman & Roskos, 1990, 1993; Pullen & Justice, 2003). In turn, this is prerequisite knowledge
to reading (Pullen & Justice, 2003). Exposure to environmental print can also improve
children’s ability to read those words in context (Vukelich, 1994). One way to expose children
to print is by using labeling, for example, labeling of interest areas and objects, as it has been
shown that labeling is an important language-stimulation strategy for supporting child language
development (Bunce, 1995; Girolametto & Weitzman, 2002). Exposing children to
environmental print can be used in teaching as well; children whose teachers showed them
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examples of letters in familiar environmental print (e.g., S on a stop sign, M on McDonald’s
branding) improved the letter writing and letter recognition more than peers who were only
shown examples in standard manuscript form (Neumann, Hood, & Ford, 2013).
It is important, however, for teachers to note that environmental print does not lead to
word reading on its own (Masonheimer, Drum, & Ehri, 1984; Vukelich, 1994). Likewise, while
high-quality writing and literacy areas did improve alphabet knowledge, they did not improve
name writing without teacher support (Guo, Justice, Kaderavek, & McGinty, 2012).
Nevertheless, print materials and a literacy-rich environment that makes literacy artifacts, such
as functional signs, literacy tools, and literacy-enriched play tools available to children, can
provide opportunities for adult interaction that encourages children to think, speak, and
interact in literate ways (Neuman & Roskos, 1993) besides enhancing their literacy activity in
play (Neuman & Roskos, 1992). Thus, while print materials and a literacy-rich environment are
not a sufficient condition for improvement in children’s literacy skills, they are integral to
facilitating teacher interactions, which can help children build their skills and interact with
environmental print in new ways.
Domain 2: Teaching and Learning Routines and Adult-Child Interactions
Teaching and learning routines that match children’s stage of development are crucial as they
help to build classroom community, ensure efficient use of the available time, help to organize
transitions, create predictability, and allow time for all the necessary elements of the preschool
curriculum in the school day as well as time for spontaneous learning (Williams & Williams,
2001). Within the preschool classroom, high-quality adult-child interactions are important for
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learning as they are the crux of children’s social and academic development (e.g., Williford et
al., 2013).
Item II-A: The classroom follows a consistent sequence of events during the school
day.
As young children transition from home to school, they must learn an entirely new set
of routines and expectations. These changes may feel confusing and overwhelming for some
young children (Berk, 1994). When a child feels overwhelmed by a task (such as remembering
what part of the day comes next), he or she may disengage (Bailey & Brooks, 2003) or engage in
challenging behaviors (Stone, 1978). Teachers can support young students by sequencing their
daily routine, displaying the routine in a visual way, and guiding children through transitions
(Bailey & Brooks, 2003). When children know what to expect and can anticipate what part of
the day comes next, they are developing the ability to navigate their classroom environment,
and by doing so, gain independence and self-control (Osborn & Osborn, 1981).
Item II-B: There is time each day for child-initiated activities in the classroom and
during outdoor time.
Young children typically come to school naturally curious and motivated to learn. Yet,
research has shown that, for many, motivation decreases as they enter formal K–12 schooling
(Cordova & Lepper, 1996). One strategy for enhancing motivation, is to allow children to make
choices within the school day (Cordova & Lepper, 1996), for example, what and who to play
with and in the way they use materials. When children are given choices, they are more
motivated to persist in the face of challenges and are more likely to remain engaged in a task
(Cordova & Lepper, 1996). A natural result of student choice is student interest. In turn,
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children are better able to learn and retain content that is taught within a context interesting to
them (Hidi, 1990; Lepper & Cordova, 1992). Moreover, when children are given the
responsibility of making choices, they perceive themselves as more competent and aspire to
greater challenges (Cordova & Lepper, 1996). Providing time for children to play is one type of
activity in which children are provided with choice. Therefore, spontaneous play should form
an important part of the preschool curriculum, which may lead to the development of a higher
level of children’s cognitive functions (Almy, 1967; Umek & Musek, 2001). To sustain
sociodramatic and constructive play, children need sufficient, uninterrupted time for at least 30
minutes (Ward, 1996). Children need this time to generate ideas, assign roles, find materials,
communicate, negotiate, and enact dramatizations.
Another part of the day that is especially ripe with opportunities for children to pursue
their interests is unstructured outdoor playtime. Playing outside provides children with deep
and authentic opportunities for learning (Bilton, 2002). Given the right physical environment
and collective expectations, a variety of play types emerges during outdoor play (Maxwell,
Mitchell, & Evans, 2008). Fantasy play, functional play, constructive play, and rule-based games
benefit children’s cognitive, social, and emotional development (Maxwell et al., 2008). Experts
at the Society of Health and Physical Educators recommend that children spend 60 minutes
engaging in unstructured play outside in order to receive its benefits (Committee on Physical
Activity and Physical Education in the School Environment, Food and Nutrition Board, Institute
of Medicine, Kohl & Cook, 2013). In order to maximize the benefits of unstructured play,
teachers and school staff should structure the physical environment in such a way as to
encourage physical activity behaviors (Bower et al., 2008; Brown et al., 2009) by maximizing
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opportunities for children to be active and utilizing a variety of appropriate equipment,
interactional strategies, and high-quality training for staff (EPAO, as cited in Bower et al., 2008).
Item II-C: Adults support children’s ideas, actions, and developmental levels during
child-initiated activities.
Allowing children time to engage in child-initiated activities bolsters child outcomes
(Graue, Clements, Reynolds, & Niles, 2004). During child-initiated activities, children have
discretion in how they complete activities and choose peers to work with, and they can opt out
of activities (Stipek, Daniels, Galluzzo, & Milburn, 1992). Play is an example of a child-initiated
activity and Vygotsky viewed play, when scaffolded, as being important for learning.
Scaffolding occurs when an adult or more knowledgeable other (e.g., a peer) assists the child in
performing at a higher level than would be possible without support and, in this way, extends
his or her knowledge and learning during play (Han, Moore, Vukelich, & Buell, 2010). Adult
scaffolding during play is important as it encourages children to learn self-regulation,
cooperation, memory, language use, and literacy (Bodrova & Leong, as cited in Han et al.,
2010).
Item II-D: There is time each day for adult-initiated, large-group activities that support
each child’s developmental level and Item II-E: There is time each day for adult-initiated,
small-group activities that support each child’s developmental level.
In a recent study, conducted by researchers at the Institute for Social Research, findings
suggest that one of the biggest predictors of elementary students’ success in math and reading
is his or her teacher (RAND Education, 2012). Similarly, high-quality early education can
significantly erase or minimize the achievement gaps that exist for many of our children
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(Barnett, 2011; Camilli, Vargas, Ryan, & Barnett, 2010; Pianta, Barnett, Burchinal, & Thornburg,
2009) and one way to maximize the benefits of these early education experiences is by
purposefully planning for instruction that meets the needs of each learner. In fact, teacher-
directed activities, used in conjunction with child-initiated activities, have been shown to
further support children’s development and contribute to child outcomes (Graue et al., 2004).
Teacher-directed activities include large-group and also small-group activities or settings
in which learning can take place. The competence of teachers to organize children in various
settings has a large impact on children’s learning (Sheridan, Williams, & Samuelsson, 2014) and
may be more important than the nature of the setting itself. In these teacher-directed or adult-
initiated activities, as in child-initiated activities, adults can scaffold children’s
learning. Scaffolding and modeling by adults help children to learn new knowledge when the
task, skills, or concept that is introduced is moderately challenging rather than being too easy
or too difficult (Acar, Hong, & Wu, 2017).
The use of a variety of formats in preschool is advocated in the position statement of
the National Association for the Education of Young Children (NAEYC) on developmentally
appropriate practice, which recommends the use of large-group instruction as well (NAEYC,
2009). DiCarlo, Pierce, Baumgartner, Harris, and Ota (2012) emphasize that various teacher
behaviors, such as acknowledging children’s responses and providing relevant materials during
large-group instruction, predict preschool children’s attentiveness and results in more effective
large-group instruction.
Lou, Abrami, and Spence (2000) make the case that planning for small-group instruction
is a highly effective way to support each student. Children in groups of between four and five
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were shown to learn more than children in larger groups. In addition to the academic benefits
small groups provide, small groups also provide opportunities for students to receive more
individualized attention from their teacher. When teachers listen to and know their students as
individuals, they are better able to adapt their responses to fit that particular child’s needs
(Bredekamp & Copple, 1997). By tracking the children’s needs, teachers can follow their
development and intentionally plan for ways to provide moderate challenges (Tomlinson,
2001). Brain research has shown that engaging in tasks just outside of one’s zone of proximal
development, as defined by Vygotsky (1978), stimulates enduring understanding.
Item II-F: Adults create a sensitive and responsive learning environment for all
children.
High-quality interactions are those in which the teacher responds to the child’s needs in
a timely and appropriate manner (Howes & Hamilton, 1992). The teacher remains gentle and
warm and finds ways to personalize the interaction to fit the individual needs of the child
(Hamre & Pianta, 2005; Pianta, Hamre, & Stuhlman, 2003). Such relationships are formed
through consistently positive interactions between children and adults. A high-quality
relationship with a teacher in early childhood supports the development of social, emotional,
and cognitive skills (Goosens & Van IJzendoorn, 1990). Moreover, a warm, positive relationship
between teachers and children can predict whether a child is sufficiently well adjusted later in
school (Pianta, Steinberg, & Rollins, 1995) and results in children having greater academic
success throughout elementary school (Hamre & Pianta, 2001). In addition, social-emotional
advantages can be gained from high-quality relationships with teachers, including engaging in
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less destructive behavior (Howes, Matheson, & Hamilton, 1994) and being better liked by peers
(Hamre & Pianta, 2001).
Providing positive comments is one way through which teachers can establish positive,
high-quality relationships. However, praise is commonly given when a task is well done or
completed, for example, “What a beautiful painting!” This kind of praise lowers children’s
confidence, their expectations of success when working on difficult tasks, and leads to
dependency of children on an authority figure to tell them what is right or wrong (Hitz &
Driscoll, 1988). Instead, teachers can use encouragement, which refers to positive
acknowledgement that focuses on specific student efforts or specific attributes of the work
completed, for example, “You worked for a long time on that painting!” As visible in those
examples, encouragement does not place judgement on student work or give information
regarding its value. Rather, encouragement avoids labeling or interpreting the work and
focuses on the process rather than the evaluation of a finished product (Hitz & Driscoll, 1988).
This helps children develop an appreciation of their own behaviors and achievements.
Item II-G: Adults encourage and support children to make plans and reflect upon their
work.
Planning is a key component of executive functioning and is an important metacognitive
process since it increases students’ success in learning (Crook & Evans, 2014; Fisher,
1998). Hudson and Fivush (1991) state that age is a factor affecting children’s planning abilities.
As children grow to be five years of age, they are better able to think flexibly about their plans
and adapt them when needed (Hudson, Shapiro, & Sosa, 1995). When teachers support
children in making plans and scaffold their individual attempts to plan, they are providing the
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child with opportunities to practice and become better planners (Hudson et al., 1995). This is
particularly important for children from low-income households who may experience greater
family turmoil, live in households that are noisy or crowded, and have fewer structured
routines and rituals. The household chaos that may result from these circumstances, coupled
with overburdened or stressed parents, can interfere with the development of young children’s
planning skills (Crook & Evans, 2014).
Recall or reflection time is the practice of mediating children’s thinking in order to
reflect on a past event. In the sequence of the daily routine, recall time follows work or
playtime, which is preceded by planning time. In this way, children plan and reflect around the
events of their playtime. By virtue of play time’s highly interesting and personalized nature,
children are increasingly motivated to think more deeply (Cordova & Lepper, 1996). However,
while children in preschool learn and retain a great deal of information, they are less capable at
retrieving relevant information independently, even within a familiar context (Perlmutter,
Sophian, Mitchell, & Cavanaugh, 1981). Teachers and other supportive adults must then
facilitate thoughtful opportunities for children to reflect on past experiences. Using cues such
as colors, areas of play, or other descriptions, teachers can help children generate more
comprehensive reflections than an independent or “free” recall might (Perlmutter et al., 1981).
Teachers might also support children by modeling the reflective thinking process using a “think
aloud” for children to view the internal process of reflection in context (Lindfors, 1999).
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Item II-H: Adults support children’s language and literacy development throughout the
day.
The preschool years are crucial to the development of children’s emergent literacy skills
that will ensure a smooth transition into formal reading (Pullen & Justice, 2003). Moreover, the
development of emergent literacy skills is imperative, as various aspects of emergent literacy
have been found to predict later academic achievement (e.g., Bleses, Makransky, Dale, Højen,
& Ari, 2016). Therefore, preschool teachers have the critical task to foster children’s emergent
literacy. Important interrelated aspects of emergent literacy are letter knowledge,
phonological awareness, vocabulary development, comprehension skills, and writing skills.
Children’s letter knowledge, the most basic skill of knowing the names of letters
(Whitehurst & Lonigan, 1998), as well as their letter-sound knowledge, are emergent literacy
skills that are important for later literacy (e.g., Lonigan, Burgess, & Anthony, 2000). Teachers
can support the development of alphabetic knowledge and letter-sound associations by adult-
mediation during play aimed at focusing on letters and their sounds (Pullen & Justice, 2003).
Related to letter and letter-sound knowledge is phonological awareness. Phonological
awareness, or the knowledge that spoken words are comprised of various phonological units, is
important for decoding, which children need for learning to read (Pullen & Justice, 2003). At
preschool age, children’s phonological awareness may be supported by using rhyme and
alliteration during instruction or while playing as this helps children focus on the phonological
structure of spoken language (Pullen & Justice, 2003). Blending (e.g., blending syllables into
words) and segmenting activities (e.g., counting syllables in words) are other ways to support
children’s phonological awareness (Pullen & Justice, 2003).
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Children’s vocabulary development is also related to later reading and can be supported
in many ways, for example, teachers can provide an ongoing description of their own activities
or thoughts during storybook reading, or repeat or expand upon children’s utterances (Pullen &
Justice, 2003). To illustrate, Dickinson and Smith (1994) revealed the effects of preschool
teachers’ book reading on low-income children’s vocabulary as well as on their comprehension.
Children’s comprehension skills, as result of storybook reading, can be improved if teachers ask
open-ended, high-level questions during reading and encourage children’s active participation
(McGee & Schickedanz, 2007). Additionally, letting children retell stories supports their
comprehension skills (Morrow, 1985).
Early or emergent writing is another foundational literacy skill that is important for
children’s later reading success (National Early Literacy Panel [NELP], 2008) and contributes to
the development of letter knowledge and phonological awareness (Cabell, Tortorelli, & Gerde,
2013). Children’s writing provides teachers with a window into what they know in regard to
phonological awareness (Cabell et al., 2013). Teachers can use that knowledge to inform their
instruction around writing and support each child’s writing efforts. Teachers can incorporate
writing into play activities, prompt children to draw and write about themselves, and point out
the letters in children’s names. Moreover, teachers can model writing skills by explicitly stating
each step they make in constructing a text, for example, pointing out how a letter should begin
with a greeting like “Hi” or “Hello”, which is useful for children’s acquisition of writing skills
(Mayer, 2007). In sum, providing preschool children with rich writing experiences can
contribute to laying a foundation for literacy learning (Cabell et al., 2013).
Item II-I: Adults support children’s mathematics development throughout the day.
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Young children instinctively compare quantities, observe, make patterns, and problem-
solve in their play interactions with objects and peers (Linder, Powers-Costello, & Stegelin,
2011). A preschool teacher can act as a facilitator to make the child’s informal connections to
mathematics more explicit. Scaffolding and supporting early numeracy skills and general
mathematics development in young children is important given the strong association between
those early skills and later mathematical achievement (Raghubar & Barnes, 2017).
One aspect of early numeracy is subitizing, which means that a young child can
determine the number of small sets without counting or, in other words, instantly (Linder et al.,
2011). Preschool teachers may support children’s subitizing skills through modeling. While the
number of small sets can be determined by subitizing, counting is the only way to determine
the exact number of small sets (Le Corre, Van de Walle, Brannon, & Carey, 2006). For this,
children need to manage one-to-one correspondence, the basic skill of mapping each number
word onto each item in a set (Raghubar & Barnes, 2017) which can be supported through
counting together with children (Linder et al., 2011). One-to-one correspondence is central to
the concept of cardinality (Sophian, 1988). Cardinality represents children’s understanding that
the last number word used when counting a set indicates the number of objects in that
particular set (Raghubar & Barnes, 2017). Children who demonstrate cardinality therefore have
a more sophisticated understanding of numbers than children who only count a set using one-
to-one correspondence (Linder et al., 2011). Acquiring the cardinality principle is important as it
is related to mathematical achievement at the end of preschool (Chu, Van Marle, & Geary,
2015) and is necessary for knowing the meaning of symbols and number words (Raghubar &
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Barnes, 2017). In turn, symbolic number knowledge in the preschool years has been reliably
associated with later mathematics achievement (Göbel, Watson, Lervåg, & Hulme, 2014).
Using measurement attributes to compare objects, such as quantity and length, is
another fundamental component of children’s mathematics development (Gerde, Schachter, &
Wasik, 2013). Preschool teachers can teach children about measurement by providing them
opportunities to learn about the physical properties of objects. One way to do this is by letting
children make comparisons and by asking them guiding questions such as which of a set of
objects is the tallest (Notari-Syverson & Sadler, 2008). The use of tools such as blocks and
containers can be useful in this process. Another aspect of children’s mathematics development
in which teachers can take a supporting role is the knowledge of a variety of shapes. For
example, teachers can talk with children about whether or not shapes roll and, in this process,
elicit more information from children by asking questions (Gerde et al., 2013).
Item II-J: Adults support children’s reasoning and problem-solving throughout the day.
Problem solving, a way to reach a goal that is not immediately attainable, is natural to
young children because the world is new to them and, accordingly, they exhibit curiosity,
intelligence, and flexibility as they encounter new situations (Tarim, 2009). It is important to
build upon children’s innate problem-solving tendencies by supporting and scaffolding
children’s reasoning in the problem-solving process.
One way in which teachers can support children’s reasoning is by asking open-ended
questions that allow children to participate fully in the co-construction of an activity (French,
2004). This may help children to think about scientific concepts. While posing open-ended
questions, preschool teachers can introduce scientific language and model forms for asking,
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planning, describing, and explaining (French, 2004). Additionally, it is important that teachers
engage children in and teach them how to observe, question, predict, and summarize to draw
conclusions (Gerde et al., 2013), which may help improve their problem-solving skills. Also,
letting children talk about this scientific process can increase their ability to talk about a range
of scientific concepts (French, 2004).
Item II-K: Adults encourage thoughtful social interaction among all children
throughout the day.
Children’s social development, the ability to form positive relationships with adults and
peers, is important to children’s readiness for school and is correlated with positive academic
outcomes (Hair, Halle, Terry-Humen, Lavelle, & Calkins, 2006; La Paro & Pianta, 2000). Peer
interactions are of particular importance in preschool and teachers can support them by
providing children with positive feedback about their social interactions and fostering
cooperative play (Brown & Odom, 1995). When children spend too much time interacting with
teachers or other adults, they have fewer opportunities to benefit from interaction with peers
(Johnson, Ironsmith, Snow, & Poteat, 2000).
Item II-L: Adults diffuse conflicts and support all children in resolving conflicts.
Disagreements between peers represent a critical developmental challenge. The
teacher’s role in resolving children’s conflicts is crucial since learning to deal with conflict
promotes socially competent behaviors (Vestal & Jones, 2004). Teachers can diffuse conflict
situations to prevent them from escalating but teachers can also act as facilitators by helping
children to resolve their own conflicts (Chen, 2003). The latter involves assisting children in
identifying the problem, articulating feelings, and generating and accordingly implementing
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mutually agreeable solutions (Bayer et al., in Chen, 2003). In fact, it has been shown that
children in preschool classrooms of teachers who used conflict resolution strategies had a
higher number of relevant conflict solutions — which suggests they were able to think of more
ways to solve interpersonal conflicts — than children whose teachers were not trained to enact
conflict resolution strategies (Vestal & Aaron Jones, 2004). This study showed that children can
be taught to think of more relevant conflict solutions when confronted with an interpersonal
conflict.
Domain 3: Curriculum, Planning, Assessment and Parent Engagement
Preschool teachers’ tasks and responsibilities are not limited to providing daily routines
and engaging children in high-quality learning experiences but extend to professional
responsibilities beyond the classroom. These professional responsibilities entail collaboratively
planning teaching based on evidence-based teaching approaches, recording child progress and
using it to inform instructional planning, and planning for and engaging parents in their
children’s educational efforts. Taken together, these responsibilities positively impact child
development and future outcomes.
Item III-A: Adults use a comprehensive, evidence-based educational
model(s)/approach(es) to guide teaching practices.
A promising strategy for increasing the impact of early childhood education involves
implementing in preschool classrooms evidence-based teaching strategies and curricula that
build skills progressively in various specific learning domains (Bierman, Heinrichs, Welsh, Nix, &
Gest, 2017). To illustrate, an evidence-based preschool curriculum has been found to foster
language and literacy as well as social-emotional skills (Nix, Bierman, Domitrovich, & Gill, 2013).
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In addition, to achieve successful inclusion of all children, teachers should adapt the preschool
curriculum for children with special needs to their developmental level (Ahmetoğlu, 2015;
Sucuoğlu, Bakkaloğlu, İşcen Karasu, Demir, & Akalin, 2013).
Item III-B: Adults document the developmental progress of each child using measures
validated for preschool-aged children.
The need for high-quality assessment in every preschool should not be questioned. To
this aim, it is important that preschool children’s assessments are developmentally appropriate
and sensitive to the developmental characteristics of young children that relate to testing, such
as the ability to understand instructions (Teale, 1988). Observations are one way to assess
children’s development and growth and various measures can be used to guide child
observations. In fact, observations may be an even more appropriate assessment method for
preschool-aged children than standardized testing, as they are intrusive and often performed
under artificial testing conditions (Teale, 1988). In turn, assessment information is necessary to
inform instructional decisions and may allow for early intervention for the children who are in
need of this (Bayoglu, Bakar, Kutlu, Karabulut, & Anlar, 2007; Teale, 1988).
Item III-C: Adults record and use anecdotal notes to create lesson plans that are
connected to learning goals and focused on learning through developmentally appropriate
practices (play).
Anecdotal notes are written descriptions that provide a short, factual, objective,
nonjudgmental account of an event or incident and do not include a teachers’ interpretation of
the event (Wortham, Barbour, & Desjean-Perrotta, 1998). These anecdotal notes can be used
to document the skills and development they observe in the preschool classroom (Ratcliff,
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2001; Wortham et al., 1998). An advantage of these notes over checklists is the richness and
depth that could be documented in them. This type of information can be used to provide
insights that may help the teacher more fully understand a child’s behavior, development, or
use of skills (Ratcliff, 2001). Specifically, this form of embedded, authentic assessment provides
information about children’s strengths and challenges and provides insight into how children
learn and what they are learning (Wortham et al., 1998). Such information may be used to
support summative assessment decisions. In addition, the information contained in these notes
may be used to guide the selection of certain activities or teaching approaches (Rhodes &
Nathenson-Meija, 1992; Wortham et al., 1998).
Preschool teachers may document the planning of classroom activities in lesson plans. In
lesson plans, goals and objectives are chosen from yearly plans that state the objectives for
children to attain during a whole year (Erden, 2010). Accordingly, these lesson plans should
involve objectives appropriate for the age of preschool children as well as various activities,
which can be either teacher- or child-directed, aimed to achieve these objectives (Erden, 2010;
Justice, 2004).
The development of lesson plans, which can be done in advance, for example per week,
is a responsibility of the entire team in preschool (Justice, 2004). The entire team must be
knowledgeable about the structure and content of the plan. Furthermore, it is important that
lesson plans and the objectives included in them are developmentally appropriate for
preschool-aged children. Lesson plans can be used to enhance school readiness, but it should
be realized that young children learn differently from older children or adults and their ways of
making sense of the world rely heavily on play (Nicolopoulou, 2010). It is developmentally
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inappropriate to enact an exclusively a top-down, directive approach for preschool-aged
children rather than incorporating play in lesson plans. Instead, incorporating play is
appropriate as play is not simply trivial, but is an intensely absorbing activity that serves as a
source for learning and development (Nicolopoulou, 2010).
Item III-D: Adults provide many family engagement options, encourage two-way
sharing of child information, and support families with program transitioning.
Parent engagement in preschool is essential for children’s development and
achievement through its influence on parent-child interactions as well as for parent-teacher
relationships (e.g., Ma, Shen, Krenn, Hu, & Yuan, 2016; Mendez, 2010; Nix, Bierman, Motamedi,
Heinrichs, & Gill, 2018). In fact, the meta-analysis of Ma et al. (2016) showed that the role of
parental involvement in influencing learning outcomes was more important than the role of
communities and schools. This home-school connection is particularly important for children
and families from disadvantaged backgrounds who often lack exposure to high-quality
resources (Mendez, 2010). Parental engagement involves participation of parents in classroom
activities and the exchange of information between parents and teachers about a child’s
learning, behavior, and accomplishments (Fantuzzo et al., 2013; Ma et al., 2016). Also, parents
may learn from teachers how to help their child at home, for example, by using resources and
materials that are shared with parents (Fantuzzo et al., 2013; Mendez, 2010; Nix et al.,
2018). Sharing information about children’s development is of importance during transitions to
enhance continuity between preschool, school, and home. In turn, this is important for the
prevention of difficulties in transitions. For example, Alatalo, Meier, and Frank (2017) illustrate
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that sharing information about children’s literacy learning during the transition from preschool
to elementary school is perceived by teachers as being important in this transition.
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Preschool Program Quality Assessment – Revised (PQA-R)
Technical Report
Preschool PQA-R Overview
HighScope developed the PQA-R to evaluate the quality of early childhood classrooms for four-
to five-year-olds as well as identify the training needs of the classroom staff. The assessment is
intended for classroom evaluation in that a trained independent evaluator rates the classroom
characteristics. Alternatively, the tool can be used as a self-assessment tool by administrators
or instructional staff for classroom planning and monitoring. The PQA-R can be used for
research and evaluation as well as to provide information to policymakers, program
administrators, families, and researchers. Each section comprises items that describe a broad
array of classroom characteristics and rows that describe the quality of the classroom
characteristics.
Assessors assign a level from 1 (no or poor quality) to 4 (highest quality) for each row. The rows
are summed to produce an aggregate score for each section. Each section is then assigned a
performance level of Low, Medium Low, Medium High, or High. The PQA-R defines quality
along a continuum. Teachers and program administrators are able to see where each classroom
lies along the continuum of quality and use the results to systematically plan school
improvement goals and objectives. Based on classroom observations and structured interviews
with teaching staff, PQA-R assessors rate classrooms on the quality of the learning
environment, teaching and learning routines, adult-child interactions, curriculum, planning and
assessment, and family engagement.
The assessment is made up of one form across three Sections: 1. Learning Environment; 2.
Teaching and Learning Routines and Adult-Child Interactions; 3. Curriculum, Planning,
Assessment, and Family Engagement. The form comprises 20 items and 61 rows across the
three sections.
Administration, Scoring, and Interpretation
The PQA-R is an observational assessment and thus the reliability of the results and the
effectiveness of its use relies on the ability of the observer to both observe accurately and score
reliably. The administration of the PQA-R, for accountability purposes, requires a trained and
reliable observer to spend at least 3 hours and up to an entire day in the preschool classroom
to complete the form, as evidence for each row must be entered before the observer assigns
scores. The trained observer completes the Materials Checklist and keeps a running log of all
the activities and adult-child interactions observed during the observation period. Sections 1
and 2 contain rows that can be scored through observation only, and Section 3 contains rows
that can only be scored by gathering additional information from classroom staff using the
guiding questions provided. Each row is scored on a 4-point scale. Indicators for all scores 1–4
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are described to assist assessor scoring. The scoring guide provides examples of evidence for
each level to help the assessor determine the quality level for that row on a scale from 1 to 4.
The row scores are then totaled to get a Section Score. The Section Score is then interpreted
into a Performance Level (i.e., Low, Medium Low, Medium High, or High). The overall results
are reported as three Section Scores and three Performance Levels.
Development of the PQA-R
HighScope developed the PQA-R by revising and refining the original Preschool Program Quality
(PQA) based on the extant research about how and what to measure to determine preschool
classroom quality. Content experts reviewed the revised version to determine that the breadth
and depth of quality indicators were included in the revised assessment. We subsequently
revised the draft version based on the content experts’ recommendations for improvement for
use for the validation study to determine the validity, reliability, and fairness of the PQA-R
results.
Validation Study
HighScope conducted three iterative rounds for the validation study. We conducted the first
two studies to gather information through psychometric analyses and assessor feedback to
revise and refine the instrument. We conducted the third study to determine the psychometric
properties of the instrument (including cut scores) and further revise and refine the PQA-R for
use during the 2018–2019 school year.
During the third study, 110 experienced assessors (with at least 2 years of experience using the
prior version of the PQA-R) completed 196 PQA-R assessments of preschool classrooms. The
assessors were from varied backgrounds and programs and had varied levels of education and
experience in assessing classrooms using observation-based instruments. The preschool
classrooms were a mix of state-funded preschools, federally funded preschools, and private
preschools, including Montessori preschools. The classrooms were located in urban, suburban,
and rural locations in nine states, and the teachers and students were of varied races,
ethnicities, and income levels.
Results of the Validation Study
Scale Reliabilities (Cronbach's Alpha) (n = 196)
The scale reliabilities show good to excellent internal consistency. The Section 1 scale (Learning
Environment) consists of 15 items (α = .84), the Section 2 scale (Teaching and Learning Routines
and Adult-Child Interactions) consists of 40 items (α = .94), and the Section 3 scale (Curriculum,
Planning, Assessment, and Family Engagement) consists of 14 items (α = .82). Removal of any
item within a section does not increase or decrease the internal consistency.
Results of the test retest reliability for section 1 and section 2 showed high test-retest
reliability. The correlation between test and retest was around .94 in both cases.
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Interrater Reliability The effects of training on interrater agreement were determined through a study conducted by presenting trained assessors with 15 scenarios that described a classroom or adult-child interactions (e.g., The Daily Routine is posted in words on the upper part of door for adults. Children review the question of the day and review the weather. T1 says they will go outside). The assessors used the PQA-R to rate each scenario. A proprietary survey tool, KeySurvey, was used to administer the interrater reliability assessment and to gather the data. The assessor rater scores were compared to scores which a team of HighScope raters, who were familiar with the instrument, agreed on after rating the scenarios individually and accordingly agreed on the most appropriate score. Using the data collected from 110 assessors (raters) and 15 scenarios, three measurements of interrater agreement were used: exact and adjacent agreement percentages, Kappa for polytomous responses, and intra-class correlation using a two-way ANOVA random model. (Both the scenarios and assessors are random samples of their respective populations.) The average exact percentage among the 15 scenarios was about 87%, while the adjacent percentage was about 99%. The average Kappa for multiple response options is 0.87; levels above .80 imply an excellent amount of agreement. The ICC (reliability of the mean) is 0.994 (95% CI: 0.989 - 0.997), implying an excellent degree of agreement among raters and suggesting that the scenarios, on average, were coded similarly among the 110 assessor raters. Implementation Study
The implementation study was conducting during the 2018–2019 school year to determine the
psychometric properties of the instrument (including cut scores) and further revise and refine
the PQA-R to develop a fully operationalized assessment for the 2019–2020 school year.
During the implementation study, 117 trained assessors completed 889 PQA-R assessments of
preschool classrooms. The assessors were from varied backgrounds and programs and had
varied levels of education and experience in assessing classrooms using observation-based
instruments. The preschool classrooms were a mix of state-funded preschools, federally funded
preschools, and private preschools, including Montessori preschools. The classrooms were
located in urban, suburban, and rural locations, and the teachers and students were of varied
races, ethnicities, and income levels.
Results of the Implementation Study
Model Fit, Wright Maps, and Item Curve Characteristics (RASCH) The weighted and unweighted Mean-Square fit statistics for 57 of the 59 items were all below 1.5, meaning that we did not observe misfit for any of those 57 items beyond that expected within the Partial Credit Rasch model. Two items were misfitting (above 2.0), indicating more noise than information. We determined that the two items were too important to delete so we reworded the items for clarity.
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The Wright Map shows that our a priori predictions about the relative difficulty of items were
correct. Items that are more difficult are at or near the top and items that are less difficult are
at or near the bottom. Our Wright Map of MLE Estimates and Thresholds shows the general
orderliness with which the polytomous item steps group with developmental level 1 at the
bottom, followed by levels 2 and levels 3, with level 4 at the top. The polytomous Item Curve
Characteristics across the items provide evidence of an orderly successive progression of
developmental levels.
Scale Reliabilities (Cronbach's Alpha) (n=889)
The scale reliabilities show good to excellent internal consistency. The Section 1 scale (Learning Environment) consists of 16 items (α = .83), the Section 2 scale (Teaching and Learning Routines and Adult-Child Interactions) consists of 44 items (α = .95), and the Section 3 scale (Curriculum, Planning, Assessment, and Family Engagement) consists of 15 items (α = .86). Removal of any item within a section does not increase or decrease the internal consistency. Correlations (Rasch): We show the intercorrelations among the sections of the PQA-R in Table 1. Table 1 PQA-R: Section Correlations PQA-R Sections LE Curriculum/Assessment Learning Environment T/L Routines, A/C Interactions .72 .73 Curriculum/Assessment .70 Interrater Reliability of the Implementation Study
The effects of training on interrater agreement were determined as well in the implementation study by presenting trained assessors with 20 scenarios that described a classroom or adult-child interactions (e.g., Teachers are scheduled to plan on Fridays, but many times meetings are scheduled, absorbing the time set for teacher planning. Both teachers report that about once a month they are able to use the COR Advantage data to plan for children). The assessors used the PQA-R to assess each scenario. A proprietary survey tool, KeySurvey, was used to administer the interrater reliability assessment and gather the data. The assessor rater scores were compared to scores that a team of HighScope raters, who were familiar with the instrument, assigned after rating the scenarios individually and together. Using the data collected from 117 assessors (raters) and 20 scenarios, three measurements of interrater agreement were used: exact and adjacent agreement percentages, Kappa for polytomous
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responses, and intra-class correlation using a two-way ANOVA random model. (Both the scenarios and assessors are random samples of their respective populations.)
The average exact percentage among the 20 scenarios was 73.1%, while the adjacent
percentage was 99.2%. The average Kappa for multiple response options is 0.833 (95% CI 0.773,
0.888); levels above .80 imply an excellent amount of agreement. The ICC (reliability of the
mean) is 0.999 (95% CI 0.998, 0.999), implying an excellent degree of agreement among raters.
Developing Cut Scores for the PQA-R
Although the PQA-R reports the score for each row, it also aggregates the scores for all rows in
a section. These aggregated scores are hard to interpret unless cut scores are identified that
divide the scale into performance levels. Dividing the scale into meaningful segments allows for
reporting performance levels for each section of the PQA-R as Low, Medium Low, Medium
High, and High as well as reporting of the percentage of classrooms at each performance level.
We analyzed the results using the Rasch Rating Scale Model and then used an application of
Item Response Theory to identify the cut scores using Winsteps. This approach yields criterion-
based cut scores without the need for subjective expert judgement.
This approach was used to identify cut scores to divide the scale, for each section, into four
performance levels that can be described as follows:
Performance Level 1 High — Across the Section, assessors are more likely to endorse Level 4
than other response options, indicating a high level of quality overall.
Performance Level Medium High — Across the Section, assessors are more likely to endorse
Levels 3–4 than other response options, indicating a medium-high level of quality overall.
Performance Level Medium Low — Across the Section, assessors are more likely to endorse
Levels 2–3 than other response options, indicating a medium-low level of quality overall.
Performance Level Low — Across the Section, assessors are more likely to endorse Levels 1–2
than other response options, indicating a low level of quality overall.
Summary
The implementation study results show that the PQA-R assessment provides reliable and valid
psychometric measurement of the quality of preschool classrooms in three key dimensions.
Expected levels of intercorrelations between sections are evident in the data.
