Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom What this document is for: This document provides guidance for administrators and teachers who are using the newest edition of the Early Childhood Environmental Rating Scale (ECERS-3-Harms, Clifford & Cryer, 2015) and also use the Tools of the Mind curriculum. This document therefore does not describe all components or approaches contained within the Tools of the Mind curriculum, but rather only those elements that pertain to the ECERS-3 instrument. This document is meant to provide guidance only, final decisions regarding schedules and other aspects related to programming are still the responsibility of the school. How to use this document: The column on the left hand side of the document contains a summary of each item contained in the ECERS-3. In the right hand column you will find notes related to each item that cross walk Tools of the Mind terminology, provide clarity on suggested teaching practices from the curriculum & highlight specific curriculum activities and resources that are helpful to understand fully when preparing for an observation. If an item in the ECERS-3 is not directly related to any activities or teaching practices within the Tools of the Mind curriculum but rather reflects state or national standards on health, safety or space requirements the right hand column will read “no special considerations”. One final note: It should be noted that the administration protocol for using the ECERS has changed with the newest edition. Schools that are required to reach a certain score on the instrument should familiarize themselves with these changes (e.g. all observations now take place within a 3 hour time period, teacher interview section has been removed etc.) to ensure that they are able to present a complete picture of the quality of programming their school provides within the observation window.

Space and Furnishings 1. Indoor Space ECERS -3 This item measures a program’s space, cleanliness, lighting, ventilation & accessibility. 2. Furnishings for care, play and learning ECERS -3 This item measures the amount; quality & accessibility of furniture for care & play.

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3. Room arrangement for play and learning ECERS -3 This item measures the amount of materials • available to children and the way in which they are organized & made accessible in the classroom. Tools of the Mind / August 25, 2015

No special considerations

No special considerations

Tools of the Mind The Tools of the Mind curriculum has 6 well defined interest areas that are commonly called “centers”: Dramatic Play, Science, Literacy, Blocks, Table Toys & Art o In the ECERS-3 the Science interest area is labeled Nature/Science: In the Tools of 1

Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom

• 4. Space for privacy ECERS -3 The item is meant to measure the inclusion and accessibility of a space for privacy for children.

5. Child-related display ECERS -3 This item measures how displays in the classroom are used as a teaching tool.

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Tools of the Mind Tools of the Mind recommends that the space for privacy exist outside of the 6 interest areas so that it can be ensured that it is protected from active play and truly private for children. A “Private Space” should be accessible to children throughout the day. The standard Tools of the Mind Center Choice process is structured so that children end up playing with 2-3 peers in a center of their choice. HOWEVER this structure DOES NOT preclude children from playing by themselves. Sometimes a child may choose a center in that no other peers have selected OR a child may opt to spend time in the Private Space.



Tools of the Mind Individualized paintings and other art created in the Art Center should be hung on the walls and referenced by teachers. Many Tools activities such as, Play Plans, Story Lab - Story Extensions, Story Lab -



• Tools of the Mind / August 25, 2015

the Mind curriculum nature materials ARE included in the Science Center. Sand and water tables should also be included in this center. o Math Materials and activities are typically included in the Table Toys center in a Tools of the Mind classroom. o Fine motor materials are included in the Art (e.g. crayons & scissors), Literacy (e.g. pencils & other writing/drawing instruments) and Table Toys (e.g. stringing beads, interlocking blocks & puzzles) interest areas. o Tools of the Mind includes Literacy as a defined interest area. ECERS-3 references a “Reading interest center” in item # 15 “Encouraging children’s use of books” o In ECERS-3 “Music & movement” is not a defined interest area but children need daily access to both musical materials & experiences. In the Tools of the Mind curriculum we suggest musical instruments be stored in either the Dramatic Play Center (e.g. creating a scenario where everyone is in a band) or the Science Center (e.g. children can use instruments to experiment with differences in tone, tempo, volume). Depending on the theme in the classroom teacher may move the instruments to the place where they are best utilized by the children, HOWEVER it is essential that they always be accessible. Programs using ECERS-3 need to ensure that a cozy area is included in their arrangement of centers. It is recommended that classrooms create a small cozy area that can also serve as their space for privacy (see item # 4).

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Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom

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Learning Facts, Venger Drawings, and Venger Collage can be included in classroom work displays. Individualized child-made three-dimensional work can be displayed in centers to create the setting and props of the Play theme. Photos of the children and pictures related to the current theme should be displayed throughout the room (e.g. pictures of doctors & ambulances if the theme is Hospital, photos of children participating in various theme related trips or with visitors, playing in their roles, creating props and artwork).

6. Space for gross motor play ECERS -3 This item measures the safety, accessibility • No special considerations arrangement & features of a gross motor area. 7. Gross motor equipment ECERS -3 This item measures the safety, • No special considerations accessibility, amount & type of gross motor equipment.

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Tools of the Mind

Personal Care Routines 8. Meals/snacks ECERS -3 This item measures the quality of food; sanitation & safety procedures and routines related to self-help, social & language skills that occur during meal times. 9. Toileting/diapering ECERS -3 This item measures the toileting schedule, sanitary procedures and supervision.

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Tools of the Mind In Tools of the Mind, mealtime is seen as important opportunity to encourage and extend conversation amongst peers and with adults. Whenever possible we make the strong recommendation that meals be served family style and all adults make it a priority to sit and converse with children during meals. Certain Tools of the Mind activities that are designed to generate conversation amongst children such as Share the News can be used during meals. Tools of the Mind



No special considerations

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Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom 10. Health practices ECERS -3 This item measures general health practices • No special considerations related to the procedures & practices related to naptime, hand washing, eating, tooth brushing, safety & prevention of spread of germs. 11. Safety Practices ECERS -3 This item measures safety practices both • No special considerations indoors & outdoors.

Tools of the Mind

Tools of the Mind

Language and Literacy 12. Helping children expand vocabulary ECERS -3 This item measures frequency, quality & variability of experiences staff provide children to support vocabulary development.

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13. Encouraging children to use language ECERS -3 This item measures the frequency, type & • Tools of the Mind / August 25, 2015

Tools of the Mind Teachers should be aware that any time that they talk with children is an opportunity to model language and to promote vocabulary development. Tools of the Mind teachers should be aware that while Story Lab – Vocabulary is specifically designed to teach new words using various tactics for remembering all Tools of the Mind activities are designed to provide opportunities for learning & using a wide range of vocabulary. o E.g. new vocabulary is introduced and utilized with each new Play Theme during the Make Believe Play block, as teachers model, expand & apply new vocabulary during Make Believe Play Practice, and then encourage students’ use of new words throughout their Play Planning and Make Believe Play. o E.g. activities such as Math Memory, Science Eyes, and Remember and Replicate are examples of small group Math & Science activities that encourage the use of extended descriptive and positional vocabulary. o Teachers should be aware that their Additional Scaffolds manual contains ideas for a variety of scaffolds to support children & families who may have specialized language needs. Tools of the Mind Teachers should be aware that while activities in the curriculum are designed to facilitate 4

Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom quality of staff conversations with children that encourage their use of language.

14. Staff use of books with children ECERS -3 This item measures the amount, type, quality & accessibility of books in the classroom, as well as the level of participation, interest and engagement the children have with the books in staff-led activities.

language use, all conversations should be defined by certain characteristics that go beyond answering questions such as: o They happen between individuals, whether they are in a large group (e.g., Share the News) or in a small group o There should be a common topic of interest that all parties are mutually attending to o Both parties must take turns talking and listening • Some examples of places in the curriculum where conversation should be occurring daily include: o Gross Motor time, Make Believe Play Block, Meal time, Small Group Math & Literacy & Share the News • Teachers should be aware that Story Lab activities each have a specific learning objective and as such promote a variety of comprehension strategies & questioning techniques (e.g. turn & talk, double talk, choral response), where teachers elicit responses from children. As such, some Story lab lessons fall under the definition of “conversation” (e.g. Story LabActive Listening, Story Lab- Connections, Story Lab- Character Empathy, Story LabLearning Facts, Story Lab) while others such as Story Lab- Story Grammar focus more choral retelling of a story. • Teachers are encouraged throughout activities to elicit longer responses from children by using “how”, “what if”, “why” & “tell me about” types of questions, taking into consideration each child’s Zone of Proximal Development.







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Tools of the Mind Tools teachers read to students daily during the Small Group Literacy block. There are other times suggested in the Tools schedule to incorporate teachers reading to children, such as Closing Group & during Make Believe Play (if appropriate). Teachers should note that the ECERS observer must see staff use of books during the observation. Having Small Group Literacy Block in your schedule at a time when the observer is not present is not adequate for this item. For Story Lab activities, children should be active participants and teachers are encouraged to formulate open-ended questions to stimulate children’s learning. It is suggested that some books chosen for Story Lab be related to the current theme. The Additional Scaffolds Manual provides for ideas for a variety of scaffolds to support individual children’s needs in their literacy experiences. 5

Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom 15. Encouraging children’s use of books ECERS -3 This item measures the amount, type, quality & accessibility of books in the classroom, as well as the level of participation, interest and engagement the children have with the books within interest area activities.

16. Becoming familiar with print ECERS -3 This item measures the level of visibility & use of print in the classroom environment, focusing on how staff and children model, use, and engage in print within activities and displays.







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Tools of the Mind The Literacy Center is a clearly defined interest area for books, but it is also suggested that there are books provided throughout all of the center areas as appropriate (e.g. books about jobs/work or construction in the Block Center, books about cooking and/or various cultures in Dramatic Play Center, and nature/science books in the Science Center). Numerous books should be openly accessible and some of the choices should be related to the current theme. Teachers should note that the ECERS observer must see children accessing centers & materials for one full hour during the observation. Having additional time for use of books in your schedule at a time when the observer is not present is not adequate for this item. Tools of the Mind The Tools of the Mind curriculum encourages the use of labels/pictures/print throughout the classroom. A majority of the daily materials available to teachers and that are utilized by the children on a regular basis, come pre-printed with both picture and print (i.e. planning wheel, signs for centers, daily schedule cards, role and action cards). Daily Scaffolded Writing Activities, provide the opportunity for teachers to support each child’s individual progression in understanding print concepts. A daily Opening Group activity, Message of the Day, allows teachers to model the importance of written speech. Through this process, teachers demonstrate how to create a message, write down lines to represent words, and then complete the words sounding them out. The teacher utilizes the sound map, when children are ready, to encourage the link between sound/symbol.

Learning Activities (*please see notes at the bottom of this document for important information about access to interest areas) 17. Fine motor ECERS -3 This item measures the type, accessibility and use of fine motor materials as well as how staff use questioning and discussion to Tools of the Mind / August 25, 2015



Tools of the Mind The Tools of the Mind curriculum has well defined interest areas that are commonly called “centers”: Dramatic Play, Science, Literacy, Blocks, Table Toys & Art. All of these centers should contain writing materials that are open and accessible for children’s use. 6

Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom extend children’s interest.

• • • •



Fine motor materials such as; interlocking building materials, manipulatives & puzzles are specific to the Table Toys Center. Fine motor materials such as: scissors and tools & materials for drawing are primarily located in the Art Center. To support children’s independent efforts for Prop Making other fine motor materials may be located in the remaining as appropriate. During Free Play, Small Group Math/Science, Make Believe Play & Prop Making teachers should be actively engaged in conversation and extension of children’s use of language (i.e. when building/painting/constructing a car out of a cardboard box, teachers would engage children with questions such as, “What do you think we need to make the car?” “Where could we go in the car?” “What else do we need to add to this car to make it look like the car you usually drive in?” Teachers should note that the ECERS observer must see children accessing centers & materials as well as teacher’s active promotion of language as children use the materials for one full hour during the observation. Having additional time for these activities in the schedule at a time when the observer is not present is not adequate for this item.

18. Art ECERS -3 This item measures the type, accessibility • and use of art materials as well as how staff use questioning and discussion to extend children’s interest. • • • •

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Tools of the Mind In a Tools of the Mind classroom, the Art Center is a well defined interest area that contains; drawing materials & tools, paints, collage materials & materials for producing threedimensional creations. As appropriate, art materials should be present in other centers as the catalyst for creation of child-made props during play. Teachers use both planned and spontaneous opportunities to promote conversations around children’s artistic interests and expression, including prop making. Teachers & children are encouraged to utilize the Scaffolded Writing process to label their creations. Teachers should note that the ECERS observer must see children accessing art materials for one full hour during the observation. Teacher support for the use of art materials during prop making is important. Having additional time for art in the schedule at a time when the observer is not present is not adequate for this item.

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Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom 19. Music and movement ECERS -3 This item measures the type, accessibility and use of music materials and movement and dance activities. It also measures the ways in which staff encourages participation and experimentation within these activities.







Tools of the Mind In a typical Tools of the Mind day, music and movement should be embedded at various points (e.g. including recorded music used during Graphics Practice & the Freeze Game). In addition teachers sing songs and fingerplays as part of Community Building and/or Attention Focusing activities. Teachers should note that all of these activities should be included in the 3-hour observation block. Children are provided with daily access to musical materials. In the Tools of the Mind curriculum we suggest musical instruments be stored in place that is easily accessible to children during the Play block but that will not interfere with interest area play (such as blocks). Teachers should note that the ECERS observer must see children accessing music materials for one full hour during the observation. Having additional time in the schedule at a time when the observer is not present is not adequate for this item

20. Blocks ECERS -3 This item measures the type, accessibility, • and storage of the block materials as well as the engagement of the children within the block interest area. It also measures the • ways in which staff encourages participation and experimentation with the materials.



• 21. Dramatic Play ECERS -3 This item measures the type, accessibility, Tools of the Mind / August 25, 2015



Tools of the Mind In a Tools of the Mind classroom, the Block Center is a well-defined interest area, containing at least two types of blocks as well as accessories. These materials should be organized, labeled and accessible to children. Teachers should pay particular attention to the language in the ECERS-3 regarding what materials are considered enhancements or have the potential to detract from block play. Accessories, including those that are part of the Make Believe Play Theme, must be used by children in conjunction with block play. For example, it would be appropriate during the Pet Vet theme to include small plastic animals, which children could build homes for out of blocks. Teacher scaffolding in blocks should encourage block play as well as provide a mechanism for open-ended questions and conversations about the block play (i.e. “How could we build homes for these different types of animals?”) and incorporation of literacy & math concepts. Teachers should note that the ECERS observer must see children accessing blocks for one full hour during the observation. Having additional time for blocks in the schedule at a time when the observer is not present is not adequate for this item. Tools of the Mind In a Tools of the Mind classroom, the Dramatic Play Center is a well defined interest area 8

Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom & diversity of the dramatic play materials as well as the engagement of the children within the dramatic play interest area. It • also measures the ways in which staff encourages participation with the materials.





22. Nature/science ECERS -3 This item measures the type & accessibility of the nature/science materials as well as the organization of the defined nature/science interest area. It also measures the ways in which staff encourages participation and experimentation with the materials.







Tools of the Mind / August 25, 2015

that contains; housekeeping toys & materials as well as additional supplies that represent a diverse range of work, fantasy and leisure topics and are open and accessible to children. Dramatic play is the central element to the Tools of the Mind Make Believe Play block and as such elements of Play theme (e.g. family, hospital, community helpers etc.) are evident throughout all center areas (i.e. children taking on roles, pretending scenarios and using vocabulary related to the Play Theme). Care must be taken however when layering the Play Theme in other interest areas that materials enhance rather than interfere from the defined type of play designated for other interest areas. Teachers should note that scaffolding in Dramatic Play provides a mechanism for openended questions and conversations about the play (i.e. During Family Theme “The baby is crying, what can we do to help her?”) and incorporation of literacy & math concepts (i.e. writing a receipt, taking orders, weighing the babies or produce, exchanging money). Teachers should note that the ECERS observer must see children accessing dramatic play materials for one full hour during the observation. Having additional time for dramatic play in the schedule at a time when the observer is not present is not adequate for this item. Tools of the Mind In a Tools of the Mind classroom, the Science Center is a well defined interest area that contains; living & natural items, fact books, nature/science games, science toys & tools that are open and accessible to children. Sand and water tables should also be included in this center. Teachers should be actively using and talking about the nature/science materials with the children during their play. Free Play, Make Believe Play Block, Story Lab- Learning Facts, Science Eyes, Science Eyes with Experiments & the Weather Chart are specific science activities that help children learn how to talk about Nature/Science (teachers facilitate conversation about nature/science materials by modeling new vocabulary and encouraging descriptive language) as well as use materials to measure, sort & compare. Teachers should pay particular attention to the language in the ECERS-3 regarding what materials are considered enhancements or have the potential to detract from science play. It is appropriate to include materials in the Science Center that are related to the Play Theme, however they must be related to science exploration and not detract from that specific type of play. For example, during the All Around the Neighborhood theme it would be appropriate to include dirt, seeds, shovels and gloves in the Science Center. 9

Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom

• 23. Math materials and activities ECERS -3 This item measures  the  type  &   accessibility  of math materials and activities. It also measures the ways in which staff encourages participation with the materials and activities.







• 24. Math in daily events ECERS -3 This item measures how staff encourages math learning as part of the daily routines and help children connect math within the everyday use in their environment. It also measures the use of staff questioning to encourage children’s math reasoning skills.







25. Understanding written numbers ECERS -3 This item measures the amount, type and accessibility of materials representing Tools of the Mind / August 25, 2015



Teachers should note that the ECERS observer must see children accessing science materials for one full hour during the observation. Having additional time for science in your schedule at a time when the observer is not present is not adequate for this item. Tools of the Mind Math materials such as those that foster counting and comparing quantities, measuring and comparing parts of wholes/sizes & familiarity with shapes are typically included in a variety of Centers such as; Table Toy, Blocks, Dramatic Play & Science Center. In addition to having open access to math materials during Play the Tools of the Mind daily schedule specifies times for teacher initiated math activities such as; a Small Group Math, Weather & Timeline Calendar. Teacher scaffolding while children use math materials provides a mechanism for open-ended questions that stimulate reasoning and help children relate math concepts to the current classroom theme. Teachers should note that the ECERS observer must see children accessing math materials for one full hour during the observation. Having additional time for this in the schedule at a time when the observer is not present is not adequate for this item. Tools of the Mind Teacher scaffolding while children use math materials provides a mechanism for open-ended questions that stimulate reasoning and help children relate math concepts in an authentic and contextually relevant way to the current classroom theme. Math can be incorporated into many of the daily routine activities such as: Attention Focusing Activities (e.g. singing 5 Little Pumpkins), Timeline Calendar, Weather Graphing, Self-Regulation Activities (e.g. Freeze on the Number), and Mystery Math Games (e.g. Mystery Shape & Mystery Numeral). Math elements (manipulatives, vocabulary and activities) are incorporated into play themes in centers where math is used for a reason that makes sense within the theme’s context (e.g. cash register in a store, counting discs as money, weighing the babies, sorting items to purchase by size or shape). Tools of the Mind Teachers are encouraged to scaffold children to extend their understanding of written numbers through modeling & discussion in a variety of centers. E.g. 10

Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom written numbers. It also measures the use of staff modeling, questioning and discussion regarding the meaning and use of written numbers and number materials.

• 26. Promoting acceptance of diversity ECERS -3 This item measures the type, inclusivity & accessibility of diverse materials, displays, & activities. It also measures the use of staff positive modeling, questioning and discussion of promotion of acceptance of diversity. 27. Appropriate use of technology ECERS -3 This item measures the type & availability of developmentally appropriate technology available to children. The item also measures the how the electronic media encourages higher-level thinking, movement, and extends classroom interests, themes or activities.







o Children could be playing with a number puzzle in Table Toys Center o During the Hospital Theme in Science Center teachers could help children recognize the importance of written numerals “The doctor weighed the baby and wrote it down on their birth certificate” o During the Restaurant Theme the teacher might say, “we need to take a number to wait our turn at the deli” in the Dramatic Play Center o Children could be reading a number book in the Literacy Center with peers or an adult. Teachers should note that the ECERS observer must see children accessing centers & materials for one full hour during the observation. Having additional time in the schedule at a time when the observer is not present is not adequate for this item Tools of the Mind The Tools of the Mind Play Themes are specifically designed to provide an open framework that provides teachers with the opportunity to plan themes that reflect and promote diversity (e.g. Restaurant theme should have varied materials included from multiple cultures) both of the children in their classroom & larger community.

Tools of the Mind Teachers should be aware that Tools of the Mind provides electronic resources (can be downloaded from the Tools of the Mind website or the iScaffold app) for use on a smart board or ipad. Using these materials children can actively participate in “virtual field trips” and learn background knowledge and generate play ideas related to Make Believe Play Themes. Tools of the Mind suggests that teacher limit children’s time on electronic games to the free choice time block portion of the daily schedule.

Interaction 28. Supervision of gross motor ECERS -3 This item measures the amount of staff supervision of gross motor play as well as the child-staff interactions during gross motor activities. Tools of the Mind / August 25, 2015

Tools of the Mind •

No special considerations

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Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom 29. Individualized teaching and learning ECERS -3 This item measures the amount of time teaching is individualized (e.g. staff responding to individual needs, use and accessibility of open-ended materials, addition of individualized learning objectives to activities).

30. Staff-child interaction ECERS -3 This item measures the frequency and type of staff-child interactions, focusing on the general atmosphere of the classroom environment, individual responses to children, appropriate physical contact and positive guidance offered by the staff. 31. Peer interaction ECERS -3 This item measures the type, amount and accessibility of peer interactions. It also includes how staff helps to foster the positive peer interactions.











Tools of the Mind The developmental trajectories that are built into each Tools of the Mind activity combined with the Additional Scaffolds Manual provides a framework & guidance for individualizing teaching and learning The Tools of the Mind curriculum provides teachers with specific guidance on circulating and providing supportive and individualized scaffolds for each child. (E.g. during Scaffolded Writing experiences one child may be working on holding a crayon while their peer is provided a sound map to explore sound to symbol correspondence or during Make Believe Play Block a teacher might introduce the concept of “following a recipe” to a child who is pretending to cook) Tools of the Mind The Tools of the Mind curriculum provides multiple tactics embedded in their materials/activities that support positive and supportive interactions in the classroom. There is a focus on the use of external mediators, proactive strategies (e.g. limiting large group time, removing procedures such as individual hand raising, & Attention Focusing Activities) and specific activities (e.g. Community Building, Pretend Transitions) and use of positive language by staff throughout the day. Tools of the Mind The Tools of the Mind daily schedule provides for a carefully planned mix of peer interactions. E.g. During Large Group Activities (e.g. Buddy Reading, Opening Group etc.) children may self-select who they sit near and work with while in certain Small Group lessons a teacher may specifically pair peers to assist them in having successful cooperative interactions (e.g. having two children who have both chosen the Block Center sit near each other to Play Plan together) All grouping arrangements should be flexible and fluid, so children have opportunities to interact with all the children in the classroom.

32. Discipline ECERS -3 This item measures the structures in place to foster positive discipline (e.g. classroom rules, teacher expectations, teacher Tools of the Mind / August 25, 2015



Tools of the Mind The Tools of the Mind curriculum provides guidance to create appropriate, positively stated, specific and fair Classroom Rules. They are encouraged to respond in ways that would explain why these rules are necessary and enforce them fairly and consistently. 12

Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom responses and procedures for problem solving).





In addition to individual staff-child interaction around problem solving the curriculum contains specific group activities, such as Share the News, that encourage the discussion of social problem solving and the ability to see cause and effect relationships. The Tools of the Mind curriculum provides multiple tactics embedded in their materials/activities that support a positive and supportive classroom environment. There is a focus on the use of external mediators, proactive strategies (e.g. limiting large group time, removing procedures such as individual hand raising, & Attention Focusing Activities) and specific activities (e.g. Community Building, Pretend Transitions) and use of positive language by staff throughout the day.

Program Structure 33. Transitions and waiting time ECERS -3 This item measures the structures in places to foster positive, smooth, engaged and individualized transitions and limited wait times.





Tools of the Mind The Tools of the Mind curriculum provides specific ways to assist teachers with transitions and gathering children’s attention (e.g. Pretend Transitions and Attention Focusing Activities). The Tools of the Mind Make Believe Play block ends with a specialized Clean Up Song that productively engages children in the task of cleaning up following their play.

34. Free play ECERS -3 This item measures the amount of time, accessibility and type of materials provided, and system in place to promote a positive free play experience. The item also measures the staff-child interactions and discussions during the free play period.





Tools of the Mind / August 25, 2015

Tools of the Mind It should be noted that in the Tools of the Mind curriculum there are two Free Play times in the daily schedule that make up at least 1/3 of the day. The distinction made in the curriculum between the two different time blocks lies in the type of planning children engage in as they choose a Play Center. o During the “Make Believe Play Block” play time children engage in small group written planning (this could range from a scribble to a student working on drawing or using estimated spelling to write their plan) before going to their self-selected center. o In the Tools of the Mind time block labeled “Free Play” children simply verbally tell the teacher their plan before entering self-selected center. During both periods of Play children choose their centers from a variety of options and staff circulate throughout the room to interact with children and encourage positive interaction with peers. A wide range interesting materials (including base layer materials, sensory materials and theme related materials and props) should always be accessible in all Play centers for children. At no time should a child ever be without a choice for which center 13

Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom



they would like to play. Teachers should note that the ECERS observer must see children accessing centers & materials for one full hour during the observation. Having additional time for Play in the schedule at a time when the observer is not present is not adequate for this item. Teachers should ensure the 10-15 minutes needed for Play Planning IS NOT included in the one hour designated for Play but rather is an additional time period within the Make Believe Play Block.

35. Whole-group activities for play and learning ECERS -3 Tools of the Mind This item measures the type and • In the Tools of the Mind daily schedule, Opening Group & Large Group Literacy typically organization of whole-group activities as occur in a large group on the rug. well as the staff responsiveness, • During Play Planning children are all planning for which center they would like to play in supportiveness, and involvement in the but are always broken up into two to three small groups. Play Planning has a staggered whole group times for play and learning. finish time (meaning that all children are not required to wait for everyone to complete their play plan before they leave the table). • During Make Believe Play Practice, teachers model a make believe play scenario and have the whole group interact by practicing their roles, actions, and/or scenarios. • Small Group Math/Science and Small Group Literacy are times when the whole group is split into smaller groups and the groups may or may not be doing the same type of activity (e.g. during Small Group Science one group may be rolling balls down ramps with the lead teacher while another group explores feathers with the assistant teacher OR both groups might be engaged with the same science materials at both tables). During all whole group times, teachers are encouraged to provide individualized supports for each child’s level to support participation and active engagement. • Teachers should remember that the Tools guidance for the length of teacher led whole & small group activities is that they be appropriate to children’s interest and attention span, typically—10-15 minutes at the most. *An important note about centers, play plans, choice and movement between centers – In Tools of the Mind the Vygotskian idea that Self-regulation skills (such as inhibitory control, attention, deliberate memory) and the development of “mental tools” (such as the ability to use symbols) are key developmental accomplishments of the early childhood period and are best learned through guided play is at the very core of the curriculum. In more layman’s terms the outgrowth of developing these skills are children who are able to generate and execute their own ideas, who are able to think creatively, problem solve and able to get along with all members of the classroom. This is not a set of skills that always develops naturally for all children and as such a well-prepared teacher is essential to ensure all children have the support they need to learn these important skills. Tools of the Mind / August 25, 2015

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Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom

Play occurs in the Tools of the Mind classroom as part of a larger process whereby children choose centers, create plans for their play and carry them out with the support (if needed) of teachers and/or peers. This process in the Tools of the Mind classroom is essential to the goals of the curriculum, and as such, special consideration and space will be taken to discuss this process here. The Play Planning and Play process speaks to the very heart of what the curriculum was designed to develop in young children; To support teachers in their work the Tools of the Mind curriculum has developed strategies and procedures that have proven extremely useful and will be discussed here. However it is essential to note that no matter how powerful any strategy or procedure may be it can never be divorced from the assessment and planning done by individual teachers. Only teachers who work with their students on a daily basis are qualified to make decisions about which scaffolds are the most useful for individual students. Therefore we urge teachers to think carefully about all information contained within the curriculum and to understand the purpose of each activity or process. Only when the objectives of activities are fully understood can appropriate scaffolds be applied to teach individual children. Center Choice- The Center Choice process is meant to support a planning process that is fair, predictable and transparent. This is important to young children’s development of emotional regulation as these three factors allow children to begin to regulate their emotions. The “wheel” is meant to be a visual mediator to help children “see” what their choices are. The wheel was purposely designed with 24 spots so that no child would ever be left without multiple choices even if they happen to be the last to choose on a given day. The Center Record Planner is essential to the process because it ensures fairness. Starting with the next name on the record planner list each day and moving through the names in order ensures all children get a chance to be “first” to choose, rather than that privilege going more frequently to children who can sit still or quietly. The Tools of the Mind Center choice process also ensures that children get to make their own choices within a fair context. If the clip for a center is available on the wheel when their turn arrives, the child may choose that center if they wish. The adult does not decide where a child goes for the play block, the system itself guides that decision. This process has the power to reduce negative adult/child interactions because power struggles over choice are eliminated. The adult should not have to tell the child they cannot go to a center “because it is full”. If it is full the child can see that because all the clips for the center will have been removed by other children. Similarly the adult should not arbitrarily tell a child they cannot go to a center “because they went there yesterday”. If the clip is available on a given day the child may choose it if they wish. Because the choice system cycles through the group of children with a new child going first to choose each day it naturally encourages children to explore new centers over time. It is the power of these fair and transparent systems that over time allow children to make predictions, plan ahead and control their emotions. Play Planning- Once a child has chosen a center to play in it is time for them to create their plan. The curriculum provides visuals (role and action cards) to help ensure that children are supported to create plans that are understandable and personally motivating to them. It is important for teachers to understand that the Play Plan signifies only the starting point of Play. While the ultimate goal for children is that they develop the ability to be deeply engaged with their peers in play scenarios for up to 45-60 minutes, this goal can only be reached if play is carefully scaffolded by teachers and peers and does not occur overnight. It should also be noted that a play scenario is very different than a play Tools of the Mind / August 25, 2015 15

Guidance for using the Early Childhood Environmental Rating Scale (ECERS-3) in a Tools of the Mind Classroom (or interest) center. A play scenario for a mature player might involve a child who plans to be a doctor but after playing that role for ten minutes decides with peers to switch roles and pretend to be an injured patient or ambulance driver. Scenarios are negotiated amongst peers using language and props are created as needed along the way by children. This type of play may last an extended period of time and is very mature. Children may move about the classroom gathering what they need to execute their plans which continue to evolve as they work together. This leads us to the question teachers often ask when they first begin to learn about the curriculum. That is, if the Play Plan requires the child to remain static in one center. While the answer to this question is “no” it is not quite that simple and in reality how a teacher responds to an individual child depends on the developmental level of the child they are working with at the moment. Let’s take some time to examine this important question below. For a child with mature Play skills (e.g. those able to use symbolic substitution, plan and carry out actions related to roles and scenarios either alone or with peers over an extended period of time) their Play Plan will center around their chosen Role or Scenario. For example they may plan to be a baker and during their course of their play they might travel all around the classroom taking orders and selling their baked goods to “customers” in their pretend vehicle. For this child, the scaffolding that the boundaries of a center may present are no longer needed to support Play development. However, there are some children who in the beginning have less mature play skills, who may have a hard time interacting with peers or making deliberate choices and following through on them. Such children may make a choice such as “blocks” only to abandon it if they become frustrated, distracted or are unable to immediately engage with their peers successfully. Sometimes these children may “wander” around the classroom. In such instances the curriculum provides strategies for teachers to intensively scaffold children to help them complete their plan (which may be as simple as “painting” or “feeding the baby”) before helping them to create a new plan. Teachers must analyze the situation for each child to determine what the barriers to play are for them. Some questions the teachers must ask themselves are: whether centers are rich enough with materials to sustain deep play? Is the child having trouble joining peers? Do they need materials for building, sensory experiences or prop making? The teacher must then provide assistance to the child that will support them to be successful. But once a child completes their plan they can create a new one, either in their current center or sometimes in a new one. Before moving on to a different center we would want the child to make a verbal plan with the assistance of the Play Planning Wheel (so they can see which centers have space available) so the choice is informed and intentional.

Tools of the Mind / August 25, 2015

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