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Enhancing Children's Communication Skills

This document contains a survey to evaluate the quality of communication, language, and activities at a childcare center. It includes sections that rate how well the environment encourages communication through toys and play, how staff link spoken and written language, and how reasoning skills are developed through problem-solving activities and conversations. Staff interactions and different types of fine motor materials are also assessed. Respondents are asked to rate elements on a scale of 1 to 7 to evaluate how adequately each standard is being met.

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67 views2 pages

Enhancing Children's Communication Skills

This document contains a survey to evaluate the quality of communication, language, and activities at a childcare center. It includes sections that rate how well the environment encourages communication through toys and play, how staff link spoken and written language, and how reasoning skills are developed through problem-solving activities and conversations. Staff interactions and different types of fine motor materials are also assessed. Respondents are asked to rate elements on a scale of 1 to 7 to evaluate how adequately each standard is being met.

Uploaded by

haroonameer
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Inadequate Minimal Good Excellent

1 2 3 4 5 6 7

3.2.2
Material is accessible to encourage children to
communicate (for example, toys for outdoor and
indoor dramatic play).
1 2 3 4 5 6 7
3.2.3
Communication activities are generally
appropriate for children.
1 2 3 4 5 6 7
3.2.4
Communication activities take place during both
free play and group time.
1 2 3 4 5 6 7
3.2.5
Staff link childrens spoken communication with
written language (for example, write what
children dictate and read it back to them).
1 2 3 4 5 6 7
3.3 Using Language to Develop Reasoning Skill
3.3.1
Staff talk about logical relationships or concepts
while children play with material (for example,
point out differences in sizes of blocks child
used).
1 2 3 4 5 6 7
3.3.2
Children are encouraged talking through or
explaining their reasoning when solving problems
(for example, in what way are two pictures the
same or different).
1 2 3 4 5 6 7
3.3.3
Concepts are introduced appropriately for ages
and abilities of children in a group.
1 2 3 4 5 6 7
3.3.4
Concepts are introduced in response to childrens
interest or need to solve problems (for example,
talk children through balancing a tall block
building).
1 2 3 4 5 6 7
3.4 Informal Use of Language
3.4.1
Staff and child have conversation during free play
and routines.
1 2 3 4 5 6 7
3.4.2
Staff have individual conversation with most of
the children.
1 2 3 4 5 6 7

DIMENSION 4: ACTIVITIES
No Statement
4.1 Fine Motor
4.1.1
Developmentallyappropriate fine motor material
of each type is accessible.
1 2 3 4 5 6 7
4.1.2
Materials are in good repair and complete (for
example, puzzles have no missing pieces).
1 2 3 4 5 6 7
4.1.3
Materials are well organized (for example, same
type of toys are stored together).
1 2 3 4 5 6 7
4.1.4
Different type of fine motor material are
available.
1 2 3 4 5 6 7
4.1.5
Material are rotated to maintain interest (for
example, materials that are no longer of interest
put away).
1 2 3 4 5 6 7
4.1.6 Shelves are labeled to encourage self help. 1 2 3 4 5 6 7

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