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Infant-Toddler Program
Quality Assessment

Form A — Observation Items

Beta Version
HighScope® Educational Research Foundation
 Infant-Toddler

Program Quality Assessment

Form A — Observation Items

Beta Version

Instrument Developers
The Infant-Toddler PQA was developed
by staff of the HighScope Educational
Research Foundation, including
Mary Hohmann
Shannon Lockhart
Jeanne Montie

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© 2011 HighScope Educational Research Foundation. All rights reserved. i
Published by
HighScope® Press

A division of the
HighScope Educational Research Foundation
600 North River Street
Ypsilanti, Michigan 48198-2898
734.485.2000, FAX 734.485.0704

Orders: 800.40.PRESS; Fax: 800.442.4FAX; www.highscope.org

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Editors: Nancy Brickman, Jennifer Burd

Copyright © 2011 by HighScope Educational Research Foundation.

All rights reserved. Except as permitted under the Copyright Act
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ISBN 978-1-57379-626-2

Printed in the United States of America

10 9 8 7 6 5 4 3 2

continued on next page

© 2011 HighScope Educational Research Foundation. All rights reserved. ii
 CONTENTS

Introduction v

Program/Rater Information vii

Infant-Toddler PQA Items ix

Scoring Instructions xi

I. Learning Environment 1

II. Schedules and Routines 15

III. Adult-Child Interaction 29

IV. Curriculum Planning

and Child Observation 39

Summary Sheet 43

continued on next page

© 2011 HighScope Educational Research Foundation. All rights reserved. iii
INTRODUCTION

What is the Infant-Toddler Program and between the caregiving team and families. The mentally appropriate practices (Copple & Bredekamp,
Quality Assessment (PQA)? Infant-Toddler PQA is designed to respond to this need 2009) and its program accreditation self-study kit (Willer
for comprehensive measures of program quality. & Ritchie, 2005), Zero to Three’s Early Learning Guidelines
While attention to the importance of program quality in for Infants and Toddlers (Petersen, Jones, & McGinley,
early care and education has increased in recent years, The Infant-Toddler PQA: Form A — Observation Items,
2008), and the Early Head Start Program Performance
much of this focus has been at the preschool level Beta Version, measures four domains of curriculum
Standards (U.S. Dept. of Health and Human Services,
(Education Week, 2009). Yet longitudinal studies, such implementation and program operations in child care
2004, April). State licensing and program standards were
as those conducted by the National Institute of Child settings: learning environment; schedules and routines;
also consulted, although these generally define only
Health and Human Development Early Child Care adult-child interaction; and curriculum planning and child
minimum levels of quality. Because the instrument is
Research Network (NICHD, 2010), conclusively demon- observation. Within each domain is a series of items
based on widely accepted definitions of quality as well as
strate that the quality of care received by infants and based on best practices acknowledged in the field. The
the HighScope Curriculum, it is generally appropriate for
toddlers is critical to their subsequent social-emotional instrument uses anecdotal notes based on classroom
infant-toddler programs with a broad child development
and cognitive health. Standards issued by professional observations and staff interviews as evidence to objec-
focus, including but not limited to programs using the
organizations such as the National Association for the tively score items on a 5-point scale from lower to
HighScope Infant-Toddler Curriculum.
Education of Young Children (NAEYC, 2007; Willer & higher levels of quality. Each item contains descriptors
Ritchie, 2005) and Zero to Three (2008), and by public that anchor the scoring decision and make it clear what The first pilot testing of the Infant-Toddler PQA was in
agencies, such as the U.S. Department of Health and types of caregiving practices, classroom materials, and 2001–2002 and involved 75 infant and toddler settings
Human Services (2004, April), which funds Early Head agency policies contribute to a high-quality setting. from both rural and urban communities in Michigan,
Start, have defined high-quality program practices for Unlike many compliance measures, which typically Florida, and South Carolina, and from Canada and the
children from birth to age 3. permit only yes-no scores on items, the PQA defines United Kingdom. HighScope staff and certified trainers,
quality along a continuum. These multiple levels allow and trained participants in HighScope’s Infant-Toddler
These recommendations are an essential first step in raters to indicate with greater specificity a program’s Curriculum Course used the tool in those settings.
improving child care quality, particularly since they go current status and needs for improvement. Because the Descriptive statistics and factor analysis of data from that
beyond the minimal requirements that typically charac- Infant-Toddler PQA documents the typical behaviors of pilot study were used to revise the tool to its current beta
terize licensing regulations. However, a necessary second caregivers, teachers, and very young children throughout version. This beta version was pilot tested in 2009–2010
step is assessing whether these higher standards are in the program day, it is an authentic assessment of the in another 20 settings in Michigan, Florida, and Indiana.
fact being implemented in child care settings serving quality of the program and setting. Additional validity and reliability data are currently being
infants and toddlers. This systematic assessment is the collected by certified HighScope trainers and trained
role of program evaluation, and it requires valid measures Several sources were used to establish the content
assessors in 80 settings in Michigan and Canada. Final
that address all components of child care quality — validity of the Infant-Toddler PQA. The HighScope
validity and reliability information for the Infant-Toddler
nurturing adult-child relationships with continuity of Infant-Toddler Curriculum (Post & Hohmann, 2000;
PQA will be available when this study is complete.
care, consistent and supportive caregiving routines, Post, Hohmann, & Epstein, 2011) was a primary resource
diverse and appropriate equipment and materials, and used to define and describe quality; other resources that
respectful and sensitive interactions among caregivers were consulted include NAEYC’s statement of develop-

continued on next page

© 2011 HighScope Educational Research Foundation. All rights reserved. v
References Post, J., & Hohmann, M. (2000). Tender care and early
learning: Supporting infants and toddlers in child care
Copple, C., & Bredekamp, S. (Eds.). (2009). Develop­
settings. Ypsilanti, MI: HighScope Press.
mentally appropriate practice in early childhood programs
serving children from birth through age 8 (3rd ed.). Post, J., Hohmann, M., & Epstein, A. S. (2011). Tender
Washington, DC: NAEYC. care and early learning: Supporting infants and toddlers
in early childhood settings (2nd ed.). Ypsilanti, MI:
Education Week. (2009). Quality counts 2009. Bethesda,
HighScope Press.
MD: Author. Retrieved from http://www.edweek.org
U.S. Department of Health and Human Services,
National Association for the Education of Young
Administration for Children, Youth, and Families,
Children. (2007). NAEYC early childhood program
Head Start Bureau. (2004, April). Head Start
standards and accreditation criteria. Retrieved from
Program Performance Standards and other regulations.
https://oldweb.naeyc.org/academy/standards/
Washington, DC: U.S. Government Printing Office.
National Institute of Child Health and Human Also available online at http://eclkc.ohs.acf.hhs.gov
Development (NICHD) Early Child Care Research /hslc/Regulations%20&%20Policies
Network. (2010). Study overview. Retrieved from
Willer, B., & Richie, S. (Eds.). (2005). Self-study and program
http://www.nichd.nih.gov/research/supported
quality improvement through NAEYC early childhood
/seccyd/overview.cfm
program accreditation. Washington, DC: NAEYC.
Petersen, S., Jones, L., & McGinley, K. A. (2008).
Zero to Three. (2008). Caring for infants and toddlers in
Early learning guidelines for infants and toddlers:
groups: Developmentally appropriate practice (2nd ed.).
Recommendations for states. Washington, DC:
Arlington, VA: Author.
Zero to Three.

continued on next page

© 2011 HighScope Educational Research Foundation. All rights reserved. vi
INFANT-TODDLER PROGRAM QUALITY ASSESSMENT (PQA)
FORM A: OBSERVATION ITEMS (SECTIONS I–IV)
PROGRAM/RATER INFORMATION

I. PROGRAM INFORMATION Program/caregiving staff

Name of agency  Name of caregiver/teacher 

Name of center/site  Name of caregiver/teacher 

Name of program/care setting being observed  Name of caregiver/teacher 

Names of other staff and volunteers (list by name and position)

Program director/administrator or contact person
Name Position 
Name 
Name Position 
Position/Title 
Name Position 
Phone ( ) Ext. Fax ( )

E-mail  Children

Number of children in program/care setting 

Address and phone of program/care setting being observed
Number of children in observed room 
Street 
Age range of children in program/care setting 
City/State/Zip 
Age range of children in observed room 
Phone ( ) Ext. Fax ( )

E-mail  Hours program/care setting is in session

Days of week (circle all that apply):

MON TUE WED THU FRI SAT SUN

Time session begins each day Time session ends each day 

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© 2011 HighScope Educational Research Foundation. All rights reserved. vii
II. RATER INFORMATION III. INFANT-TODDLER PQA
ADMINISTRATION INFORMATION
Name 
Date/time observation began 
Agency 
Date/time observation ended 
Position/title 
Date/time interview began 
Phone ( ) Ext. Fax ( )
Date/time interview ended 
E-mail 

Date Infant-Toddler PQA completed  Comments or notes about administering the Infant-Toddler PQA at this site

Rater’s signature 

Date 

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© 2011 HighScope Educational Research Foundation. All rights reserved. viii
INFANT-TODDLER PQA ITEMS
Observation Items (Form A)

I. LEARNING ENVIRONMENT III. ADULT-CHILD INTERACTION Diagrams

A . Safe and healthy environment (pp. 1–2) A . Long-term adult-child relationships (p. 29) Room (p. 11)
B. Space for sleeping, eating, and bodily care (pp. 3–4) B. Child-adult trust (p. 30) Outdoor Play Space (p. 14)
C. Space for play and movement (pp. 5–6) C. Child-adult partnerships (pp. 31–32) Posted and Actual Schedule (p. 28)
D. Accessible sensory materials (pp. 7–9) D. Children’s intentions (pp. 33–34)
E. Children’s photos, creations (p. 10) E. Children’s social relationships (pp. 35–36)
F. Accessible, safe outdoor space (pp. 12–13) F. Toddler conflict resolution (pp. 37–38)

II. SCHEDULES AND ROUTINES IV. CURRICULUM PLANNING AND

A . Flexible, predictable schedule (p. 15) CHILD OBSERVATION
B. Comfortable arrivals/departures (p. 16) A . Comprehensive curriculum (p. 39)
C. Child-initiated choice times (pp. 17–18) B. Child observation (p. 40)
D. Bodily care choices (p. 19) C. Interpreting/recording observations (p. 41)
E. Smooth transitions (p. 20) D. Individualized planning by caregivers (p. 42)
F. Child-centered feedings/meals (pp. 21–22)
G. Fluid, dynamic group times (pp. 23–24)
H. Nature-based outside times (pp. 25–26)
I. Individualized naptimes (p. 27)

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© 2011 HighScope Educational Research Foundation. All rights reserved. ix
SCORING INSTRUCTIONS

Step 1 Step 2 Step 3

Observe and/or interview as appropriate. Read each row of indicators. Check one box Determine the quality level. Circle the corre-
(Sections I–III are designed to be completed per row. sponding level at the top of the form: 1, 2, 3,
mainly through observation, while Section IV 4, or 5.
Once you have gathered supporting evidence for an
is interview based.) Record supporting evidence
item, read the rows of indicators that follow it. Based Determine the quality level for the item using the
in the spaces provided in each row of boxes.
on the evidence you have gathered in step 1, place a following criteria:
What you see, hear, and write down provides the checkmark (✓) in one and only one box (1, 3, or 5) of
For items with 3 or more rows of boxes
evidence for the overall level of quality you select in each row of indicators. Try to complete every row for every
step 3. Much of your evidence will come from direct item. Ask caregivers and/or program staff for additional Level 1: Half or more of the level 1 boxes are
observation, but sometimes you will need to ask information to supplement what you observe as needed. checked (regardless of the level 3 or level 5
program staff (for example, caregivers, early childhood If a row of boxes does not apply (for example, the space boxes that may be checked).
specialists, or directors) for additional information to has only infants or only toddlers), write N/A in the row Level 2: Fewer than half of the level 1 boxes are
supplement what you observe. Use the standard and do not check any boxes in that row. checked, and some of the level 3 and/or
questions, which appear above the indicators, to elicit level 5 boxes are checked.
Use these age definitions to help you interpret the
information from staff as needed. Supporting evidence Level 3: Half or more of the level 3 boxes are
indicators:
for the indicator level you choose includes any of the checked, and no level 1 boxes are checked.
following, as needed, for each item: • Young infants, aged 0–10 months, are babies who do
Level 4: Fewer than half of the level 3 boxes are
not yet sit up unaided.
• Anecdotes: brief notes on what children and/or checked, and the remaining boxes are
staff actually do and/or communicate • Older (mobile) infants, aged 5–18 months, sit unaided checked at level 5.
and are crawling. Level 5: All the level 5 boxes are checked, and no
• Quotations: what children and/or staff actually say
• Young toddlers, aged 12–24 months, can toddle and level 1 boxes or level 3 boxes are checked.
• Materials lists
walk unaided. For items with 2 rows of boxes
• Diagrams of the room, space, area, and/or outdoor
• Older toddlers, aged 24–36 months, are skilled Level 1: Both level 1 boxes are checked.
play yard; sketches and notations
walkers. Level 2: One level 1 box and either one level 3 box
• Sequences of daily events and routines or one level 5 box are checked.
• Answers to questions (see specific wording of Level 3: Both level 3 boxes are checked.
questions under relevant items) What Does a Level 5 Look Like?
Level 4: One level 3 box and one level 5 box are
HighScope’s Infant-Toddler manual Tender Care and checked.
Early Learning: Supporting Infants and Toddlers in Early
Level 5: Both level 5 boxes are checked.
Childhood Settings (Post, Hohmann, & Epstein, 2011)
describes in detail what high-quality care (level 5) If a row of boxes is “not applicable” or cannot be
looks like and strategies for attaining it. The HighScope observed or determined by interview, compute the
infant-toddler training workshop series enables quality level based on the number of rows that are
teachers and caregivers to discuss and practice ways completed for that item. If and only if no rows are
of implementing high-quality care. See highscope.org completed in the item, check “Not observed or
for more information on products or training. reported” and enter “NR” on the Summary Sheet.

continued on next page

© 2011 HighScope Educational Research Foundation. All rights reserved. xi
 I. LEARNING ENVIRONMENT Circle one indicator level for this item based on the scoring rules on page xi.

I-A. The care space provides a safe and healthy environment 1 2 3 4 5

for infants and toddlers.  Check here if not observed or reported.

Standard questions
Do you have a first aid kit? Where is it located?

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Space for any child-caregiver  Space for any child-caregiver  Space for any child-caregiver group exhibits
group exhibits inadequate venti- group sometimes exhibits adequate ventilation, lighting, and temperature
lation, lighting, and temperature adequate ventilation, lighting and control (e.g., no odors, even temperature
control (e.g., diaper pail odors temperature control (e.g., odors throughout the day, soft and natural light from
throughout the day, urine smell from diaper pails after lunch, windows and bulbs, blinds and/or window
in bathrooms, overpowering room cold or warm depending treatments in good repair and used during
deodorizers, dim or harsh on sun coming through windows, naptimes only).
lights, lights on in sleeping area, soft recessed lighting in sleeping
extreme temperature variations, area with fluorescent lighting in
blinds and/or window treatments play area).
in disrepair and closed most of
the day).

 Hazards are within children’s  Some hazards are out of  Hazards are out of children’s reach and sight,
reach and/or surfaces are not children’s reach, and sometimes and surfaces are clean and well maintained (e.g.,
clean (e.g., cleaning products in surfaces are clean (e.g., tile floor cleaning products stored in locked cabinet;
children’s reach; no cushioning left dirty after activities until the rounded corners [on furniture], cushioning under
under climbers; floors, tables, end of the day; some appropriate climbers; nonskid floors; clean floors, walls,
and toys showing dirt, grime, cushioning under climbers; walls, ceilings, furnishings, fixtures, appliances; toys in
grease, dust, mold, insects, and/ ceilings, furnishings, fixtures, good condition; mouthed toys removed and/or
or disrepair; mouthed toys not and appliances cleaned only as sanitized before further use; blind cords out of
removed and/or sanitized; blind scheduled; cleaning products in reach of children; temperature-controlled water
cords in reach of children; water sight of children; mouthed toys for children’s use).
temperature too hot). sometimes removed and/or
sanitized before further use).

 Bodily care, food prep, and/or  Bodily care, food prep, and  Bodily care, food prep, and dishwashing conditions
dishwashing conditions and/or dishwashing conditions and and procedures are sanitary and easily accessible
procedures are unsanitary (e.g., procedures are sanitary but not (e.g., separate areas for bodily care and food prep,
sink used for both food prep and always accessible (e.g., one sink each with own sink; child-safe storage of sanitary
bodily care, sanitary materials for bodily care, another sink for materials; space/procedures for thawing breast
stored within children’s reach). food prep, but out of the room). milk).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 1
 I. LEARNING ENVIRONMENT
I-A. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 There are no hand-washing  Hand-washing supplies are  Hand-washing supplies are easily accessible to
supplies and/or no posted available but not easily accessible, adults and toddlers, and procedures are visibly
procedures (e.g., children and and procedures are posted (e.g., posted (e.g., adults wash hands before preparing
adults do not wash hands). children can’t reach soap or turn food and after wiping noses and toileting/diapering;
on water; only hand sanitizers children wash hands before meals and after
are used; children sometimes toileting).
wash hands).

 There are unsafe and unsanitary  Sleeping conditions are safe and  Sleeping conditions are safe and sanitary, with
sleeping conditions (e.g., stuffed sometimes sanitary (e.g., nothing well-kept bedding (e.g., nothing in cribs with
animals and toys in cribs; stained, in cribs with children, soiled children, bedding cleaned weekly and used by only
smelly blankets, pillows, sheets; bedding not washed immediately, one child, individual children’s bedding stored
shared bedding and/or bedding bedding stored together). separately [not touching] on cots or in cubbies).
stored together).

 There are no accessible first-  There are some accessible  First-aid supplies are marked and easily accessible;
aid supplies and/or procedures first-aid supplies and procedures procedures are visibly posted (e.g., well-marked
(e.g., supplies kept in main office, (e.g., supplies/procedures are first-aid kit is visible in room and appropriately
caregivers unaware of children’s locked in cabinet or unmarked in stocked for different emergencies; primary
special/medical needs, allergies room; lead caregiver is aware of caregivers and subs are well trained and aware of
not posted, CPR and choking special/medical needs of children; special/medical needs of children; allergies are visibly
procedures stored in main CPR and choking procedures are posted; CPR and choking procedures are posted).
office). in room but not posted; first-aid
kit is not appropriately stocked).

 Emergency numbers and/or  Some but not all emergency  Emergency numbers and clear evacuation
evacuation procedures are not numbers and evacuation procedures are visibly posted (e.g., natural disaster
posted (e.g., no accident report procedures are visibly posted procedures written and drawn out for easy
forms available in room). (e.g., accident report forms are reading, accident report forms easily accessible).
sometimes available; clutter on
bulletin board hides posted
procedures).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 2
 I. LEARNING ENVIRONMENT Circle one indicator level for this item based on the scoring rules on page xi.

I-B. The care space has equipment arranged in areas for 1 2 3 4 5

sleeping, eating/food preparation, and bodily care.  Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 There are no cribs for infants  Cribs and cots/mats are available  There is a quiet room or designated area for
and/or no cots/mats for toddlers as needed (e.g., cots are brought sleeping in cribs and on cots/mats as needed (e.g.,
(e.g., toddlers sleep on blankets out from closet; cribs are arranged sleeping area is separate from play area; if it is in a
on the floor; infants sleep in around room in space also used separate room, there is adequate supervision and
playpens). for play). frequent monitoring of sleeping children).

 There are no infant- and toddler-  There are some infant- and  There are infant- and toddler-sized equipment
sized equipment or furnishings toddler-sized equipment and and furnishings throughout the care space (e.g.,
(e.g., only adult-sized tables, furnishings (e.g., adult-sized sink child-sized tables, chairs, shelves, and climber).
chairs, shelves, sink, toilet). and/or toilet with child-sized
seat and/or step stool).

 There is no adult-sized furniture  There is one adult-sized chair  There are comfortable adult-sized chair(s) and/or
(e.g., adults sit on floor or in (e.g., rocking chair, love seat, couch(es) for adults and children to sit on together
child-sized chairs). couch). (e.g., small mattress, beanbags, large pillows,
camping or stadium chairs with back support).

 Eating space is part of the  There is a separate eating space  There is a separate, quiet, social eating space
sleeping and play area (e.g., no for children (e.g., a designated for all children (e.g., there is ample space or a
designated area for children to area in room for eating, such as separate area for breast-/bottle-feeding, with
eat; chairs placed anywhere for on the tiled side; no separate room for at least two adult-child pairs; infants
meals; loud play and background space for breast-/bottle-feeding). are fed away from sleeping children; mobile infants
music during meals; crying and toddlers sit at designated table, away from
children or children sleeping in play and sleeping children).
cribs around eating children; no
separate place for breast-/bottle-
feeding; mobile infants and
toddlers placed in confined
seats, such as tables with seats
built in; toddlers taken to the
cafeteria to eat).
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© 2011 HighScope Educational Research Foundation. All rights reserved. 3
 I. LEARNING ENVIRONMENT
I-B. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 There is no space in the room  Space is set aside in the room  A distinct, accessible area in view of children is
for food and bottle prep (e.g., for food and bottle prep but is used exclusively for bottle and food preparation
caregivers leave room to warm sometimes not accessible (e.g., (e.g., readily accessible refrigeration and bottle
bottles and/or prepare food). caregivers preparing bottles/ warming, easy access to area for warming and
food are unable to view children; preparing children’s food). (Mark N/A if all food,
sometimes caregivers leave including snacks, is prepared and delivered to the
room to get food). room).

 No storage is available in the  Storage is available in some  Storage is available throughout the room for
room (e.g., no food or eating parts of the room (e.g., there caregivers to access materials as needed (e.g.,
supplies are stored in room, so are cabinets in food prep area, extra diapers, wipes, cleaning products stored
caregivers leave room to get but diapering supplies are stored above diaper changing table; cots stored in room;
supplies; diapers and extra in hallway rather than near adequate storage for food and eating supplies in
clothing are stored in hallway changing table; some food and room).
cubbies; cots are kept in closet eating supplies are stored in
in hallway). room).

 There is no readily accessible  There is an accessible changing  There is a distinct, readily accessible changing area
changing table, and/or there is table and/or adapted adult-sized in view of children for bodily care (e.g., changing
no child-sized sink and toilet. sink and toilet as needed (e.g., table facing children, child-sized sink and toilet).
modified toilet seats, step aids).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 4
 I. LEARNING ENVIRONMENT Circle one indicator level for this item based on the scoring rules on page xi.

I-C. The care space has equipment arranged in areas for 1 2 3 4 5

play and movement.  Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 There is no or very limited floor  Some space is available for play  Space for play is plentiful and organized to suit
space for children’s play and (e.g., space for most children to the mobility of children in the group, at least 50
movement (e.g., caregivers must play on the floor at the same square feet per child (e.g., space for all children to
leave room to get materials, or time, some storage for adults’ play on the floor at the same time; space for all
space is overcrowded and materials in room). children to roll, sit, scoot, crawl, cruise, walk, ride,
cluttered due to all materials rock, climb, jump, and run; adequate storage for
being stored in room). adults’ materials in room; space for children with
disabilities to move with assistive devices).

 There is no soft space for  There are some soft spaces for  There are soft spaces throughout the care space
children to snuggle against (e.g., children to snuggle against. for children to snuggle against (e.g., rugs, couch/
no designated area, all hard love seat, cozy nooks, lofts, pillows, small
floors, no carpet or area rugs). mattresses, cloth hammocks).

 There are no things to push and  There are some of the following:  There are many of each of the following: things
pull, rock on, ride, jump off of, things to push and pull, rock on, to push and pull, rock on, ride, jump off of, get
get inside of; no balls are ride, jump off of, get inside of; inside of; balls are available (e.g., the space has
provided. balls are available. push toys, riding toys, toys on wheels with string,
an adult or child-sized rocking chair, a wooden
boat, and structures such as a loft, a tunnel, a large
box, climbers, stairs, and vinyl foam cushions; or
a gross-motor room is available with these types
of materials).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 5
 I. LEARNING ENVIRONMENT
I-C. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 No climbing equipment is  Children have access to a set of  Children have access to indoor climbing equipment
available to children (e.g., there stairs or a piece of equipment or materials throughout the day (e.g., stairs, steps,
is no climbing equipment indoors for climbing during some parts climbers, ramps, lofts, benches, vinyl foam cushions,
or outside, and there is no of the day (e.g., set of stairs pillows; climbing equipment available in gross-motor
gross-motor room; children leading to playground, climber room; climbing equipment available outdoors).
climb on shelves/furnishings). on playground).

In toddler rooms In toddler rooms In toddler rooms

 There are no organized spaces  There are some organized  There are well-organized spaces for distinct kinds
for the following types of play: spaces for the following types of play, including sand, water, book, art, block,
sand, water, book, art, block, of play: sand, water, book, art, house, and small toy areas.
house, or small toy (e.g., block, house, and small toy
materials and equipment are (e.g., only organized block and
placed at random around house areas).
the room).

In toddler rooms In toddler rooms In toddler rooms

 Areas are not labeled or labels  Some areas are labeled and/or  Areas are labeled at children’s physical level with
are not easily understood by some labels are not easily simple, easily understood symbols and names
children (e.g., labels with words understood by children. (e.g., labels for the house, block, art, book, toy,
only, no pictures; adult-oriented sand, and water areas consist of a photo or a
area names such as “manipula- simple symbol for the area, such as a block for
tives,” “discovery table,” the block area, a paintbrush for the art area).
“dramatic play”; labels not at
children’s physical level).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 6
 I. LEARNING ENVIRONMENT Circle one indicator level for this item based on the scoring rules on page xi.

I-D. Materials for sensory exploration are plentiful 1 2 3 4 5

and accessible to infants and toddlers.  Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 All or most materials for  Some of the materials for  More than half of the materials for children to see,
children to see, touch, mouth, children to see, touch, mouth, touch, mouth, hear, smell, explore, and play with
hear, smell, explore, and play hear, smell, explore, and play are made of wood, metal, stone, fiber, paper, and
with are made of plastic (e.g., with are made of wood, metal, natural materials (e.g., tin cans/lids, cooking utensils,
rattles, toys). stone, fiber, paper, or natural shells, rocks, wooden spoons, blocks, spools,
materials. fabrics, pumice, boxes; messy materials such as
paint, play dough, clay, “goop,” glue, sand, water).

 Materials for exploration and  Materials for exploration and  Materials for exploration and play are safe and
play are not safe and/or are not play are safe and accessible to accessible to children throughout the day (e.g.,
accessible to children (e.g., in- children during some parts of children can get materials off of shelves themselves;
fants can reach materials they the day (e.g., children can get children can take materials outside; small materials
can swallow; materials are torn, materials out during choice are used only with direct supervision; children can
broken or dirty; most materials time only). hold toy while getting diaper changed; books are
are stored high on shelves or on cots for nonsleeping children; some materials
behind locked doors; materials are rotated to reflect children’s interests).
are changed often so children
can’t find them).

 Materials for exploration and  Some materials for exploration  Materials for exploration and play reflect home and
play do not reflect home and and play reflect home and community cultures and differing abilities of the
community cultures or differing community cultures and differing children in the program (e.g., real food containers;
abilities of the children in the abilities of the children in the work clothes representing community and families;
program (e.g., commercial program. real dishes and cultural cooking items; music of
dress-up clothes; plastic dishes different cultures; different ethnic dolls; doll
and food; all dolls have same figures with special needs).
ethnicity).

 Materials for exploration and  Some materials for exploration  All materials for exploration and play depict a wide
play perpetuate stereotypes and play reinforce stereotypes, range of nonstereotyped role models and cultures
(e.g., picture books with only and/or only some materials (e.g., picture books with women as doctors and
women as housewives, men as depict nonstereotyped role men doing housework; dolls, toy figures of women
workers). models. as police officers, men as nurses).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 7
 I. LEARNING ENVIRONMENT
I-D. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Children’s use of personal  Children’s personal comfort  Throughout the day children have easy access to
comfort items (e.g., pacifiers, items are sometimes accessible personal comfort items (e.g., child can get pacifier,
“blankies,” stuffed animals) is to them (e.g., comfort items blanket, or stuffed animal from cubby).
denied or strongly discouraged. given only at naptime).

 There are no soft items for  There are some soft items for  Throughout the care and play space there are soft
children to snuggle against (e.g., children to snuggle against (e.g., toys, pillows, fabrics, blankets, cushions of various
no pillows, stuffed animals, cushions or pillows in the book sizes, and people for children to snuggle with.
blankets; caregivers do not area for children to use).
snuggle with children).

 Books are not accessible to  A limited range of books are  A variety of books and types of books are
children (e.g., setting does not accessible to children during accessible for children to explore, look at, and
have books; caregivers do not some parts of the day, and/or play with throughout the day (e.g., award-winning
read to children). only designated books are storybooks; picture books; books with simple
available to children (e.g., children stories; books of poems or rhymes; community
can choose books only at choice and cultural books; magazines; foam, cloth, or
time and before naptime; books board books; homemade books; big books).
available to children are mouthed,
torn, or of poor quality; children
are not allowed to handle some
of the books).

 Simple musical instruments are  Some simple musical instruments  Simple musical instruments are accessible to
not accessible to children. are accessible to children during children throughout the day (e.g., real drum,
some parts of the day (e.g., only cymbals, bells, rain stick, wooden maracas,
plastic replicas of instruments). xylophone, tambourine, homemade shakers;
some plastic replicas).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 8
 I. LEARNING ENVIRONMENT
I-D. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Musical recordings and radios  Musical recordings and radios  Musical recordings and radios are never played as
are played as background music are played as background music background music (e.g., music is only played for a
for caregivers and children all for some parts of the day (e.g., specific purpose, such as band music for children
day (e.g., music is played loudly music is played during choice pretending to be marching in a band during choice
while children play and sleep). time; music for sleeping infants time, appropriate music for group time or
is played loudly while other transition activities, soft music during naptime).
children play).

In toddler rooms In toddler rooms In toddler rooms

 There are limited materials for  There are some materials for  There are plentiful materials for sand, water, art,
some types of play (e.g., sand, sand, water, art, block, toy, and block, toy, and house play that are accessible to
water, art, block, toy, house), house play that are sometimes children throughout the day (e.g., shovels, measuring
and/or the play materials are not accessible to children (e.g., sand cups, scoops, dirt, sifters, spatulas, bowls, funnels,
accessible to children (e.g., there and water are not available every paper, crayons, markers, paint, glue, tape, pipe
are not enough materials or day; different art materials are cleaners, scrap materials, cardboard, clay, play
children have to ask for them). brought out each day instead of dough, wooden blocks, cardboard blocks, vinyl
always having basic art materials cushions, cars, push toys, dolls and doll accessories,
available). dress-up clothes, bottles, blankets, cooking utensils,
real pans, real dishes, silverware, puzzles, Duplos,
toy people, pegs and peg boards, waffle blocks,
counting bears/dinosaurs, farm animals; multiple
sets of materials; basic materials that are accessible
every day; some types of materials that are
rotated based on children’s interests).

In toddler rooms In toddler rooms In toddler rooms

 Materials are not organized or  Some materials are organized  All materials are organized on shelves and in
labeled, or have written labels and labeled (e.g., blocks labeled; containers and are labeled for ease of use and
only (e.g., materials stored on some shelves labeled; a few cleanup (e.g., screw-top containers for toddler-
unlabeled shelves around the containers labeled; some picture only materials; catalog pictures, photos used as
room, materials arranged labels included). labels; materials arranged by developmental area
randomly). and function on shelves).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 9
 I. LEARNING ENVIRONMENT Circle one indicator level for this item based on the scoring rules on page xi.

I-E. Children’s photographs and creations are displayed. 1 2 3 4 5

 Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 There are no photographs  There are photographs of some  There are photographs of all children and their
of children or their families children and/or their family family members for children to see, touch, hold,
hanging up or in albums. members on display where and carry (e.g., photos of children playing, covered
children can see them. with clear contact paper, on floor or walls; album
of families in book area).

 Displays consist of adult-made  Some adult-made displays stem  Adult-made displays always stem from children’s
or commercially produced from children’s interests and interests and experiences (e.g., displays of children’s
materials that are not related experiences. creations; pictures or photos of classroom pets,
to children’s interests (e.g., children’s family members, or classroom activities).
calendar bulletin board, posters
of toothbrushing or fire safety,
behavior or discipline posters,
alphabet people).

 There are no creations by  Some creations by children are  Children’s creations are hung and/or displayed
children visible to children. visible to children. where children can see and touch them (e.g., clay
creations on low shelves; paintings or drawings
with protective coverings on floor, wall, or low
bulletin boards).

 Displays of children’s creations  Some displays of children’s  All displays of children’s creations stem from
consist of projects generated creations stem from children’s children’s interests and ideas (e.g., children’s pencil
from adult ideas or copied from interests and ideas (e.g., children’s scribblings, clay sculptures, finger paintings, glue
adult products (e.g., all children’s paintings cut into bugs for a creations).
flower cutouts look the same). bulletin board on insects).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 10
I. LEARNING ENVIRONMENT Draw a diagram of the room.
I-E. (Cont.)

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© 2011 HighScope Educational Research Foundation. All rights reserved. 11
 I. LEARNING ENVIRONMENT Circle one indicator level for this item based on the scoring rules on page xi.

I-F. Outdoor play space is safe and accessible. 1 2 3 4 5

 Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 There is no outdoor play area.  There is an outdoor play area  The outdoor play area is easily accessible from
nearby (e.g., children walk or the indoor play and care space (e.g., door opens
are pushed by caregivers in onto playground; children walk or infants are
strollers to local playground). carried down hallway to playground).

 The outdoor play area provides  The outdoor play area provides  The outdoor play area provides plentiful space for
limited space: less than 50 some space, between 51 and 99 children to explore and move freely, at least 100
square feet per child (e.g., strip square feet per child (e.g., space square feet per child. The playground is divided
of grass along side of building). is overcrowded with equipment into distinct play areas (e.g., for push and pull toys,
and materials; children are riding toys and tricycles, sand and water play,
bumping into one another). swings, slides, a climbing structure); there is
equipment for children with disabilities.

 No or inadequate barriers  Adequate barriers separate  The outdoor play area is enclosed, used only by
separate children from traffic, children from traffic, passersby, infants and toddlers, and visually screened from
passersby, and/or older children and/or older children. traffic (e.g., high wooden fence blocking traffic
(e.g., no fencing, low fences). and/or pedestrians).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 12
 I. LEARNING ENVIRONMENT
I-F. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 The outdoor play area/equipment  The outdoor play area is safe  The outdoor play area is designed for infants and
is unsafe (e.g., equipment is in (e.g., equipment and surfaces are toddlers and is safe and well maintained (e.g.,
poor condition and/or dangerous occasionally checked for hazards equipment is checked regularly for hazards; play
for this age group; hazardous and hazardous items; playground area is checked daily for hazardous items such as
items on the ground are not equipment is designed for bottles, cans, dead animals, trash; fences/gates are
removed regularly; there are preschool children). locked; portable materials are safe for infants and
unlocked fences or gates; toddlers and are checked daily).
portable materials are not
safe for young children).

 There are no impact-absorbing  There are some impact-  There are impact-absorbing surfaces under
surfaces (e.g., there is grass and/ absorbing surfaces. swings, slides, and climbers (e.g., fine or coarse
or cement under swings, slide, sand, rubber mats, wood mulch).
and climbers).

 There is no grass.  Grassy spaces are too small  Grassy areas are well maintained for lying down,
and/or poorly maintained rolling, crawling, walking, and running.
(e.g., overgrown grass, weeds).

 There is no shade (e.g., building  Play structures and/or umbrellas  Trees, shrubs, porches, and/or awnings provide
structure offers shade only at provide some shade (e.g., building adequate shade (e.g., building structure offers
times when children are not structure offers shade during shade during all outside times).
outside). morning but not afternoon
outside times).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 13
I. LEARNING ENVIRONMENTDraw a diagram of the outdoor play space.
I-F. (Cont.)

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© 2011 HighScope Educational Research Foundation. All rights reserved. 14
 II. SCHEDULES AND ROUTINES Circle one indicator level for this item based on the scoring rules on page xi.

II-A. The overall daily schedule is predictable yet flexible. 1 2 3 4 5

 Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Daily events and caregiving routines  The day is organized to include  The day is organized around regular daily events
are not organized; they occur caregiving routines; the routine is • Arrival and departure
randomly throughout the day or posted for parents. • Choice time
from one day to the next. • Group time for mobile infants and toddlers
• Outside time
The day includes caregiving routines
• Feeding and mealtime
• Bodily care
• Naps
(i.e., the routine is consistent yet flexible, developed
around individual children’s bodily rhythms, posted
for parents, and posted pictorially for toddlers).

 The daily schedule is the same  The daily schedule sometimes  The daily schedule flexes throughout the day
for all children (e.g., children are flexes to accommodate to accommodate each child’s individual needs,
kept awake when they are falling children’s individual needs. rhythms, and temperament (e.g., Grace eats some
asleep before naptime). lunch, lies down on her cot, and falls asleep while
others eat, play, and wash up).

 Children do not initiate or freely  During some parts of the day  Throughout the day children initiate and freely
explore actions, materials, and/or (e.g., choice time) children explore actions, materials, and other people (e.g.,
other people (e.g., nonsleeping initiate and freely explore during awake time infants and nonmobile infants
children are confined in playpens, actions, materials, and/or other are given treasure baskets and/or a variety of
swings, infant seats, walkers, or people (e.g., sometimes children materials to explore [Harriet lays Sophia on a
cribs; children who fall asleep in remain in highchairs, cribs, or blanket on the floor in front of a mirror, while the
a swing or seat are not taken swings for periods of time, but toddlers eat lunch; Landon, an older infant, explores
out and put in a crib; infants are are taken out when they cry; wooden spoons and tin cans while sitting on the
left in highchairs for long periods sometimes children spend floor]; children spend less than 75 minutes total
of time after being fed, even time in Exersaucers, walkers, per day in bouncy seats, Exersaucers, walkers,
when crying; children are moved bouncy seats). swings, infant seats, or playpens, or in cribs or
from one type of infant seat to highchairs when not sleeping or eating; crying
another [Exersaucer to swing to children are removed from seats immediately;
highchair]; toddlers mostly do highchairs or bouncy seats are used with infants
adult-initiated activities). as “safe places” for very short periods of time).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 15
 II. SCHEDULES AND ROUTINES Circle one indicator level for this item based on the scoring rules on page xi.

II-B. Arrivals and departures focus on the comfort 1 2 3 4 5

of children and parents.  Check here if not observed or reported.

Standard questions
1. What do you do when parents are distressed during separation from or reunion with their children?
2. What do you do when children are distressed during separation from or reunion with their parents?

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Children’s arrivals and/or  Children’s arrivals and/or  Children’s arrivals and departures are leisurely
departures are rushed or abrupt departures are sometimes (e.g., parents establish a morning ritual with child,
(e.g., parents drop off children unhurried. such as playing with child before departing or
and leave immediately). reading a story then saying good-bye; caregivers
engage children with materials; children freely
explore and play).

 Children are not greeted and/or  Children are sometimes greeted  Children are greeted and bid good-bye in a calm,
bid good-bye (e.g., caregivers are and bid good-bye. reassuring manner (e.g., while playing with Isabella,
busy with routine work and do an infant, her caregiver whispers to her that her
not address children). mom is here to take her home, then says,
“Good-bye, see you tomorrow!” as they leave).

 Children distressed during  Children distressed during  Children distressed during separation and reunion
separation or reunion do not separation or reunion have their feelings acknowledged (e.g., “It’s sad
receive comfort (e.g., child is sometimes receive comfort. when Mommy leaves for work”) and receive
ignored or told to stop crying). comfort (e.g., holding, rocking, stroking, reading)
for as long as they need it.

 Parents are not greeted and/or  Parents are sometimes greeted  Parents are greeted and bid good-bye in a calm,
bid good-bye (e.g., parents are and bid good-bye. reassuring manner (e.g., caregiver and parent
ignored). exchange information verbally and in written form
and share child observations; parents are greeted
by name).

 Parents distressed during  Parents distressed during  Parents distressed during separation and reunion
separation and reunion do not separation and reunion have their feelings acknowledged (e.g., “It’s hard to
have their feelings acknowledged. sometimes have their feelings go to work when you’d rather stay here with Eli”;
acknowledged. “You’re in a rush to go home and Mo wants to
show you the new blocks”).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 16
 II. SCHEDULES AND ROUTINES Circle one indicator level for this item based on the scoring rules on page xi.

II-C. Choice times (play times, awake times) focus on 1 2 3 4 5

child-initiated exploration and play.  Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 There is no daily choice or play  Sometimes choice or play time  Choice or play time is always a part of the day
time for children, or choice time is a part of the day for children, for children, and children’s actions determine the
lasts all day (e.g., for most of the and/or choice time is too brief length of choice time (e.g., infants are engaged
day, infants sit in Exersaucers, or too long (e.g., infants are with caregivers or a variety of materials during
bouncy seats, and swings, and confined to swings and seats awake times; choice time allows toddlers to
toddlers sit at tables; if choice during choice time; choice time engage in pretend play; caregivers end choice
time is all day, children wander is posted on schedule but not time early when children lose interest or begin
and conflicts arise because carried out; toddler choice time wandering).
nothing else is scheduled). is too brief [15–20 minutes] or
too long [children get restless]).

 Children make no choices during  Children make some choices  Children make many choices and carry out their
choice/play time (e.g., children during choice/play time (e.g., at own exploration and play initiatives during choice/
are confined in playpens, swings, some point during choice time play time; they decide
bouncy seats). each child participates in a • What to explore or play with
planned art activity; only some • How to explore or play
areas are available — no sand • Where to explore and play (all areas available)
or water). • How to move

 Children spend choice/play  Children spend some time  Throughout choice/play time children carry out
time responding to or carrying during choice/play time carrying their own explorations and play initiatives (e.g.,
out adult-initiated activities out their own initiatives and Mariah and Paul play with dolls in house area while
(e.g., children do teacher- some time in adult-initiated Tyler and Cecelia use cars in block area; infants
planned projects or activities activities (e.g., children rotate and nonmobile infants are given a variety of
at art table, block area, and/or in and out of art project set up materials to explore and play with; while sitting
toy table; children watch TV at art table). beside caregiver, Yolanda chooses different items
and/or videos). from her treasure basket to mouth — a bottle
brush, large shell, wooden spoon, tin can, etc.).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 17
 II. SCHEDULES AND ROUTINES
II-C. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

In rooms with older toddlers In rooms with older toddlers In rooms with older toddlers
 Children do not converse with  Children sometimes converse  Children converse with caregivers about their
caregivers about their choices with caregivers about their choices (plan) and talk about what they did
(plan) or talk about what they choices (plan) and/or talk about (recall) during the day (e.g., caregivers converse
did (recall) at any time during what they did (recall) at some with children as they select their activity at the
the day. time during the day (e.g., “Jerrica, beginning of choice time [“Zelda, what would
you chose to play with the you like to play with today?”]; as caregivers
babies today”). clean up with toddlers, they comment on what
they saw children using during choice time; at
lunchtime caregiver asks each child what he or
she played with at choice time; concrete planning
and recall times are part of the daily schedule).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 18
 II. SCHEDULES AND ROUTINES Circle one indicator level for this item based on the scoring rules on page xi.

II-D. Bodily care routines include choices for children. 1 2 3 4 5

 Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Children do not actively partici-  Sometimes children actively par-  Throughout the day children actively participate
pate or make choices during ticipate or make choices during and make choices during bodily care routines (e.g.,
bodily care routines. bodily care routines (e.g., after during diapering/toileting times, children hold a
lunch, children are not given clean diaper, sock, or washcloth; play peek-a-boo
choices during diapering/toileting with the caregiver; look at self in mirror; choose
because caregivers want to get to walk or be carried to changing table; sing songs
children down for nap). with caregiver; if toddlers, choose to sit on potty
or toilet).

 Bodily care occurs without  Sometimes children are alerted  Throughout the day children are alerted to bodily
warning; children are not alerted to bodily care before it occurs. care before it occurs, are told what care they are
to bodily care before it occurs in need of, and have some time to come to a
(e.g., caregiver abruptly picks up stopping point, if necessary, before the care begins
infant to change diaper). (e.g., “Douglas, in a few minutes I am going to
change your diaper”; “Myra, it’s time to go to the
bathroom; would you like to finish looking at the
book or put it on the counter until we are done?”).

 Children are not encouraged  Sometimes children are  Throughout the day children are encouraged to do
to do things for themselves encouraged to do things for things for themselves during bodily care routines
during bodily care routines (e.g., themselves during bodily care (e.g., put on/take off clothing; wash/dry own face,
caregivers do everything for routines (e.g., after outside hands; get on and off toilet; turn water on and off;
children because it is faster). time, caregivers wash children’s get own paper towel; brush own teeth).
hands so they can quickly move
children to the tables for
lunchtime).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 19
 II. SCHEDULES AND ROUTINES Circle one indicator level for this item based on the scoring rules on page xi.

II-E. Transitions flow smoothly from one interesting 1 2 3 4 5

experience to the next.  Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Children do not have choices at  Children sometimes have  Children make choices during transition times
transition times (e.g., children choices at transition times (e.g., (e.g., children choose how to move from one part
are told to stop playing and start children can choose to bring a of the room to another, what to clean up, and how
cleaning up all at one time). stuffed puppy to diaper change; to put it on shelves [Kyra continues to work on
children sing songs while waiting her painting while other children who are done
to wash hands). with group time wash their hands]).

 Children are moved abruptly by  Children sometimes are told by  Throughout the day children are told by caregivers
caregivers from one event to the caregivers what comes next. what comes next (e.g., caregiver tells infant that
next (e.g., when it’s feeding time, it is time for his bottle and talks to him about
infants are picked up and put in what she is doing as she warms bottle; caregiver
their seats). announces to toddlers that cleanup time will start
when they hear the music).

 Children wait for events and/or  Children sometimes move at  Children move at their own pace from one event
caregiving routines to begin their own pace from one event or caregiving routine to the next (e.g., caregivers
(e.g., toddlers wait in line for or caregiving routine to the overlap activities to allow children to change
all children before moving to next. activities at their own pace; caregivers plan
next activity). different ways for children to transition, such
as moving when their names are called, moving
like animals, singing).

In toddler rooms In toddler rooms In toddler rooms

 Children do not participate in  Children are directed and/or  Children clean up in their own manner/pace and
cleanup. rushed through cleanup (e.g., receive caregivers’ encouragement and support
caregiver places object in child’s (e.g., caregivers allow time for children to partici-
hands and tells her to put it on pate in cleanup [caregiver holds the plastic jar
shelf; caregiver takes toy away while Dylan picks the lids up one by one and puts
from child and places it on shelf them in the jar]; during choice time caregivers
the correct way). encourage and assist children in putting toys away
before they get something else out; during nap or
after children leave, caregivers straighten shelves
and complete cleanup).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 20
 II. SCHEDULES AND ROUTINES Circle one indicator level for this item based on the scoring rules on page xi.

II-F. Feedings and mealtimes are child centered and leisurely. 1 2 3 4 5

 Check here if not observed or reported.

Standard questions
1. Are parents allowed to nurse and/or bottle-feed their infants at the center? If yes, how often? Occasionally? On a regular basis?
2. Are children fed when they are hungry even when their hunger occurs outside a designated feeding or mealtime? If yes, how often? Sometimes? Regularly?

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Infants drinking from a bottle  Sometimes infants drinking from  Infants drinking from a bottle are always held by
are not held (e.g., infant lying a bottle are held by a caregiver. a primary caregiver and receive the caregiver’s
down with bottle propped up, close attention (e.g., caregiver talks with infant
caregiver holding infant with while feeding her).
bottle propped up while feeding
another child lying on floor).

 Parents (whose schedules permit)  Parents (whose schedules  Parents (whose schedules permit) regularly nurse
do not, or are discouraged from, permit) occasionally nurse or and bottle-feed their children at the center and
nursing or bottle-feeding their bottle-feed their children at are encouraged to do so.
children at the center. the center.

 Older infants and toddlers  Sometimes older infants and  Older infants and toddlers always feed themselves
do not feed themselves (e.g., toddlers feed themselves (e.g., and receive support for doing so (e.g., spoon-fed
caregivers feed children to caregivers only allow children infants have their own spoon to hold as caregiver
make cleanup easier). who don’t make a mess to feed feeds them [Tayon dips his spoon into the bowl of
themselves). carrots and the caregiver says, “Tayon, you’re using
your spoon to eat with”]).

 Children have no choice about  Sometimes children have a  Children have a choice about what and how much
what and/or how much to eat choice about what and/or how to eat (e.g., Hailey eats her grapes before she eats
(e.g., caregivers decide what much to eat. her muffin at breakfast).
children will eat and feed them).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 21
 II. SCHEDULES AND ROUTINES
II-F. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Feedings and/or mealtimes are  Sometimes feedings and/or  Feedings and mealtimes are leisurely. Children eat
rushed (e.g., caregivers quickly mealtimes are unhurried. at their own pace and spend varying amounts of
remove lunch items from table time eating (e.g., caregivers initiate conversations
while children are still eating). with children; caregivers read a book while
children eat).

 Children rarely interact with  Children interact with caregivers  Children and caregivers show pleasure in their
caregivers during mealtimes briefly during mealtimes (e.g., interactions and communications with one another
(e.g., caregivers are busy with caregivers ask children if they while seated together during mealtimes (e.g.,
other duties; caregivers want more). caregivers smile, observe, and listen attentively
supervise mealtimes but do to children; caregivers converse with children).
not join children).

 All children are fed/eat on  Sometimes children are fed/eat  Children are fed/eat when they are hungry even
schedule whether or not they when they are hungry even when when their hunger occurs outside a designated
are hungry. their hunger occurs outside a feeding or mealtime.
designated feeding or mealtime.

In toddler rooms In toddler rooms In toddler rooms

 Children do not participate in  Sometimes children participate  Children participate in setup and cleanup of meals
setup or cleanup of meals. in setup and/or cleanup of meals and receive support for doing so (e.g., Henry
(e.g., children help with cleanup throws his cup in the trash, and caregiver says,
but not setup). “Thank you for throwing your cup away!”;
Terrance helps put plates and forks in the middle
of the table for lunch).
continued on next page
© 2011 HighScope Educational Research Foundation. All rights reserved. 22
 II. SCHEDULES AND ROUTINES Circle one indicator level for this item based on the scoring rules on page xi.

II-G. Group times for mobile infants and toddlers are fluid and 1 2 3 4 5
dynamic and focus on children’s actions, ideas, and interests.  Check here if not observed or reported.

[Notes: Group times are defined as both small- and large-group gatherings that generally are planned but occasionally are spontaneous. Group times consist of activities with hands-on
materials or music and movement activities.]

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 For mobile infants and toddlers,  For mobile infants and toddlers,  For mobile infants and toddlers, group times
there are no daily group times sometimes group times are a (small and large groups) are a regular part of the
(e.g., children are confined in regular part of the day (e.g., day (e.g., children paint shells for small-group time;
seats; free play continues all day group times do not occur every before lunch all the children gather together and
in between caregiving routines). day; only whole-group times are sing songs; during choice time, a small group of
scheduled). children play with balls and buckets; children wave
scarves to music during whole-group times).

 Children make no choices during  Children make some choices  Children make many choices during group time:
group time (e.g., caregivers make during group time (e.g., caregiver • How to explore and use materials
choices for children on how to allows Amari to choose the blue • How to communicate
use materials; children sing songs car from his basket but says he • Where to sit and/or stand
as instructed by caregivers). has to drive the car instead of • How to move
flying it around; Ciara chooses
• What to sing
“Wheels on the Bus” and wants
• How to sing
to sing the “mommies” verse
first, but the caregiver tells her to
“sing it the way the verses go”).

 Children do not use the materials  Sometimes children use the  All children use the materials provided in their
provided in their own manner materials provided in their own own manner (e.g., while using water and paint-
(e.g., caregivers have children manner. brushes, Natalia bangs her brush on the table;
make a product, such as a rabbit while using shakers to music, Linus waves the
or flower; children move their shaker in the air and imitates how other children
bodies as the caregiver instructs are moving their shakers; Ben moves his body
them to). vigorously to the fast music).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 23
 II. SCHEDULES AND ROUTINES
II-G. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Children’s actions and interests  Children’s actions and interests  Children’s actions and interests determine the
do not determine the length of sometimes determine the length length of group time. Children explore and play
group time (e.g., caregivers insist of group time (e.g., children can with materials for varying amounts of time (e.g.,
that children stay with an activity leave the table when they are toddlers come and go freely from one group to
until all children are done). done with small group, but all the other; children have choices when they do
children have to stay and sing for not want to participate in the group activity;
large-group time). caregivers stop group times when children begin
to lose interest).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 24
 II. SCHEDULES AND ROUTINES Circle one indicator level for this item based on the scoring rules on page xi.

II-H. Outside times provide nature-based sensory-motor 1 2 3 4 5

learning opportunities.  Check here if not observed or reported.

[Notes: (a) If outside time is scheduled but not observed, score at level 1. (b) Where extreme weather conditions or safety considerations prevent the regular use of outdoor play
space, a large and open indoor space, such as a gross-motor room, should be used as a substitute. (c) If the observation occurs on a day that is atypical due to unusual weather or
other special conditions, check “not observed.”]

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 There is no daily outside time.  Sometimes outside time is a  Outside time is a part of each day for all children
part of the day for some children (e.g., caregivers take infants outside every day;
(e.g., infants are not taken during cold weather, infants are bundled up and
outside; mobile infants and taken for a stroll outside, and mobile infants and
toddlers go outside when there toddlers go out for brief amounts of time; on a
is enough time before lunch). hot day, caregivers may take nonmobile infants
out and place them on a blanket in the shade while
mobile infants and toddlers play in the shade or
go in the sprinkler).

 Nonmobile and mobile infants  Nonmobile and mobile infants  Nonmobile and mobile infants spend little or
spend all their outside time in spend some of their outside none of their outside time in playpens, carriages,
playpens, carriages, strollers, time in playpens, carriages, strollers, swings, or wagons (e.g., strollers are
swings, or wagons (e.g., every strollers, swings, or wagons. only used on special occasions, such as going for a
day Mariah walks the infants walk with nonmobile infants, transporting children
she cares for around the setting in and out of the setting, or in very cold weather;
in a stroller). when outdoors, infants are placed on blankets in
the shade to explore and move their bodies, and
mobile infants can crawl, scoot, and roll around
the playground).

 Children do not have choices  Children have some choices  Children have many choices during outside time
during outside time (e.g., riding during outside time. (e.g., to roll, creep, crawl, cruise, toddle, walk,
in a stroller is the only outdoor climb, run, pedal, dig, paint, pretend, build, splash,
activity). converse, ride, swing, slide, push, pull, get under
or into, pretend).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 25
 II. SCHEDULES AND ROUTINES
II-H. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 When outdoors, children do  When outdoors, children  When outdoors, children explore natural and play
not explore materials with all sometimes explore materials materials with all their senses (e.g., children pick
their senses (e.g., grass is the with all their senses. up, smell, taste, carry, and drop sticks, large stones,
only material available to leaves, and dandelions; play in sand; and crawl on
explore; caregivers have not grass; caregivers bring out materials for children
brought out portable materials). to use and/or lie on, such as blankets, mats, balls,
bats, shovels, buckets, bubbles, blocks, bikes).

 When outdoors, children do not  When outdoors, children  When outdoors, children interact and play with
interact or play with caregivers sometimes interact and play caregivers (e.g., caregivers supervise children for
(e.g., caregivers supervise with caregivers (e.g., caregivers safety and get involved in their play [caregiver
children for safety but do not supervise children for safety plays chase with toddlers Sammy and Nevaeh;
get involved in their play). and sometimes get involved caregiver sits on the ground with Emani, a mobile
in their play). infant, and rolls a ball back and forth to her; a
small group of toddlers push their feet through
the sand with their caregiver]).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 26
 II. SCHEDULES AND ROUTINES Circle one indicator level for this item based on the scoring rules on page xi.

II-I. Naptimes accommodate children’s individual needs 1 2 3 4 5

for sleep and rest.  Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 All children are put down for naps  Sometimes children fall asleep  Children nap or rest when they are tired, even
at the same time and awakened and wake up according to their when this occurs outside a designated naptime,
at the same time, and/or children own schedules. and wake up on their own; all sleeping children
are not visually supervised when are visually monitored and supervised, whether
sleeping (e.g., baby monitor sleeping in the same room or in a separate room
used instead of having caregiver (e.g., Danielle falls asleep during choice time and
supervise children as they sleep the caregiver picks her up and lays her on her
in separate room). mat; as children transition to naptime, those
who tire first lie down while others hear stories
read by caregivers; Chanda rubs Peta’s back as
she falls asleep; Susan rocks Josie to sleep in the
rocking chair).

 Nonmobile and mobile infants  Nonmobile and mobile infants  Nonmobile and mobile infants are taken out of
remain in their cribs for 10 are sometimes taken out of their their cribs, greeted, cuddled, and changed as soon
minutes or longer after they cribs soon after they are fully as they are fully awake (e.g., while walking over to
are fully awake or even when awake (e.g., Jamaal wakes from pick up Blake, Nancy says, “I see you, Blake. You
fussing (e.g., child shakes side morning nap and begins to cry; woke up. I hope you had a good sleep!”).
of the crib, child throws toys his caregiver picks him up and
outside of the crib, child cries). sets him on the floor).

 Sleeping children hear loud  Sleeping children sometimes hear  Sleeping children hear soft music or no music
music (e.g., infants and toddlers soft music (e.g., loud music is (e.g., sleeping infants hear soft music or no music
hear loud music while they are played for sleeping infants while while napping; music is always played softly for
napping). other children play; sometimes napping toddlers; music is turned off once children
music is played softly for napping are sleeping; toddlers fall asleep to caregivers
toddlers). reading stories).

In toddler rooms In toddler rooms In toddler rooms

 During naptime nonsleeping  During naptime nonsleeping  During naptime nonsleeping children and early
children lie on their cots/mats. children look at books on their rising children play with items they have selected on
cots/mats. their cots/mats and/or in designated play areas (e.g.,
Devon awakes from nap early and her caregiver
says, “Devon, you woke up early today. Would you
like to play with the farm animals and the blocks
while we wait for the other children to wake up?”).
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© 2011 HighScope Educational Research Foundation. All rights reserved. 27
 Complete the information in the two columns below.

Posted Daily Schedule and Routine Actual Daily Schedule and Routine

continued on next page

© 2011 HighScope Educational Research Foundation. All rights reserved. 28
 III. ADULT-CHILD INTERACTION Circle one indicator level for this item based on the scoring rules on page xi.

III-A. Children’s relationships with their caregivers are long term. 1 2 3 4 5

 Check here if not observed or reported.

Standard questions
1. Are you responsible for a particular group of children from day to day? How many?
2. Are you the primary caregiver for these children, or do you share their care with other caregivers?
3. How long do these children remain within your care before they move to another room or caregiver?

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Each child is cared for by a  Each child is cared for by the  Each child is cared for by the same primary
changing cast of caregivers same group of caregivers from caregiver and caregiving team from day to day
(e.g., children do not know day to day (e.g., children have (i.e., each primary caregiver is assigned specific
which caregivers will be taking the same caregivers but are not children to care for, including communicating with
care of them from day to day). assigned a primary caregiver). their parents; each caregiving team is assigned a
consistent substitute caregiver).

 Each child is assigned a primary  Each child’s preferences and  Each child is given time to display a preference for
caregiver without regard to temperament are sometimes a primary caregiver, and each child’s temperament
his or her preferences or considered in the assignment fits well with the primary caregiver’s temperament
temperament. of a primary caregiver (e.g., (e.g., after two weeks in the program, Stephanie
a child’s preference is only prefers the co-caregiver, so Stephanie is assigned
considered within the first few to the co-caregiver as her primary caregiver).
days of entering the program,
and/or a child is passed back
and forth between primary
caregivers according to the
child’s preferences).

 Each child does not remain  Each child remains with the  Each child remains with the same primary
with the same caregiver or same caregiver or caregiving caregiver and caregiving team for the duration
caregiving team for a year or team for a year or more (e.g., of the child’s enrollment in the infant-toddler
more (e.g., children are moved when the children are toddlers, program (e.g., caregivers and children move
to another room with new they go to the next room and together from room to room each year until
caregivers every 6 months; group of caregivers; sometimes children go on to preschool, or the same
caregivers change from year caregivers are changed from caregivers and children remain in the same
to year). year to year). room until the children go on to preschool).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 29
 III. ADULT-CHILD INTERACTION Circle one indicator level for this item based on the scoring rules on page xi.

III-B. Children form trusting relationships with their caregivers. 1 2 3 4 5

 Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Children are not touched,  Sometimes children are touched,  Throughout the day children are touched,
held, and/or spoken to or are held, and spoken to in an held, and spoken to in a warm, attentive,
touched, held, and/or spoken attentive, unhurried manner. leisurely manner.
to in a rough, rushed, or
disinterested manner.

 Children do not show pleasure  Sometimes children show  Throughout the day children show pleasure in
in their interactions with pleasure in their interactions their interactions with caregivers.
caregivers. with caregivers.

 Children do not receive  Sometimes children receive  Throughout the day children receive caregiver
caregiver attention when they caregiver attention when they attention when they demand, signal, or request it
demand, signal, or request it. demand, signal, or request it. and when they pause in exploration and play.

 Children do not initiate  Sometimes children initiate  Throughout the day children initiate interactions
interactions with caregivers. interactions with caregivers. with caregivers (e.g., during arrival time, Wendy
crawls over and sits in Hilda’s lap; at outside time,
Jerome brings a ball to Alicia and says, “We play?”).

 Children and caregivers do not  Sometimes children and  Throughout the day children and caregivers
interact at the children’s pace caregivers interact at the interact at the children’s pace (e.g., while going
(e.g., caregivers hurry children children’s pace. outside, caregivers let children walk and crawl at
through each part of routine). their own pace down the hallway and down stairs
to the playground).

 Children hear only negative  Children hear some positive  Throughout the day children hear only positive
comments from caregivers comments from caregivers comments from caregivers about themselves and
about themselves and others about themselves and others. others (e.g., “Sam and Kari like paint”; “Mimi,
(e.g., “Sam, you’re making a mess chewing on the teether makes your gums feel
— Sam always makes a mess”; better”).
“Mimi is a biter”).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 30
 III. ADULT-CHILD INTERACTION Circle one indicator level for this item based on the scoring rules on page xi.

III-C. Children interact in partnership with their caregivers. 1 2 3 4 5

 Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Children do not explore or play  Sometimes children explore or  Throughout the day children explore or play at
with caregivers on the same play with caregivers on the same their physical level with caregivers (e.g., at outside
physical level. physical level. time, caregiver Shaneil lies on the blanket with
Lanelle, an infant, while talking with her; at group
time, caregiver Myra sits on the floor with Cyrus,
who is stacking wooden blocks).

 Children do not play or explore  Sometimes children play or  Throughout the day children play or explore
near caregivers who watch and explore near caregivers who near caregivers who watch and listen to them
listen to them (e.g., children are watch and listen to them. (e.g., at choice time, Kamiel makes car noises
ignored by caregivers; caregivers while pushing a car and his caregiver imitates his
talk among themselves while actions by making the same noises; at lunchtime,
children play). Matthew’s caregiver, who has been observing
as Matthew picks up his cup and drinks, says,
“Matthew, you drank from the cup all by yourself”).

 Children and caregivers do not  Sometimes children and  Throughout the day children and caregivers
participate in exchanges and caregivers participate in communicate in give-and-take exchanges and
conversations involving gestures, exchanges and conversations conversations involving gestures, sounds, and/or
sounds, and/or words. involving gestures, sounds, and/ words (e.g., at choice time, caregiver Jessica uses
or words. sign language for “more” to Henry when he points
to the shelf; while getting her diaper changed,
Gabrielle coos and her caregiver coos back to her).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 31
 III. ADULT-CHILD INTERACTION
III-C. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Throughout the day children  Throughout the day children  Throughout the day children hear few directives
hear many harsh directives from sometimes hear harsh directives from caregivers, none harsh (e.g., caregivers use a
caregivers. (e.g., “Eli, take that from caregivers (e.g., at pleasant unhurried tone of voice while saying “It’s
out of your mouth!” “Come lunchtime, Jeremy is squeezing time to wash hands — let’s go to the bathroom”;
here!” “Put it in the box.” “You the mashed potatoes in his “You can get a book and take it to your cot”;
go wash your hands now!”). hands and his caregiver says, “Let’s get ready for outside time, so get your
“Stop doing that, Jeremy!”). coat”; “Gentle touches, please”; “Kacey, that’s for
painting and not for your mouth”).

 Throughout the day children hear  Throughout the day children  Throughout the day children hear many caregiver
few or no caregiver acknowledg­ hear some caregiver acknowledg­ acknowledgments (e.g., “I see!” “Oh my!”) and
ments and comments related to ments and comments related to comments directly related to their actions,
their actions, interests, ideas, their actions, interests, ideas, interests, ideas, and feelings (e.g., “That’s a long
and feelings. and feelings. drip of paint.” “You’re glad to see Joseph!” “I
wonder what you are building with your blocks?”
“Look, you made it stand up!” “You’re pointing to
the long piece of string.” “You are excited that
Mom is here.” “I see a smile — you must really
like these bananas!”).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 32
 III. ADULT-CHILD INTERACTION Circle one indicator level for this item based on the scoring rules on page xi.

III-D. Children carry out their intentions. 1 2 3 4 5

 Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Children are seldom encouraged  Sometimes children are  Throughout the day children are encouraged to
to pursue their interests and encouraged to pursue their pursue their interests and initiatives and solve
initiatives or solve problems, interests and initiatives and problems (e.g., Joslynn tries three times to get a
and/or they are urged to do solve problems (e.g., children puzzle piece into its spot — she stops, turns it
things they cannot yet do (e.g., pursue interests during choice around, and puts it in the puzzle; at choice time,
caregiver holds onto and guides time and outside time only; Blake says he wants the red engine truck, then
child’s hand so she can make a during some group times goes to the block area and takes the truck down
straight line; caregiver says, “No, children pursue their interests). from the shelf; Meghan walks to the easel and
LaKeisha, I will get the dolls off picks up the paintbrush to paint).
the shelf for you,” “Let me cut
that paper for you”).

 Children are seldom allowed to  Sometimes children are allowed  Throughout the day children do things they can do
do things they can do and/or to do things they can do and/or and/or wish to do themselves (e.g., Jeffery says, “I
wish to do themselves (e.g., wish to do themselves. do” and puts his shoes on by himself; Amaia walks
caregivers do not allow children to the bathroom to get her diaper changed; Kyla
time to take care of their own brushes her teeth, wipes her mouth, and throws
personal needs, such as dressing her paper towel away; Luis says, “I want to” and
themselves; Alesha wants to get pulls the tricycle out of the shed at outside time).
her own paper but the caregiver
says, “No Alesha, I will do it”).

 Children are scolded, shamed,  Sometimes children receive  Throughout the day children receive caregiver
or punished for their initiatives, caregiver support for their support for their efforts, ideas, and initiatives (e.g.,
or their initiatives are ignored initiatives. at arrival time, Ellen, Wayne’s caregiver, watches as
(e.g., “No, Blaine, you are not he hangs his coat on the hook and then says, “You
allowed to take the play dough hung your coat up by yourself!”; Eli’s caregiver tells
away from the art table”; “Izzy, him, “Thank you for helping Gregory throw the
you are not going to use paints ball to Dean”; Amelia’s caregiver imitates her as
anymore since you always spill she bangs the shaker on the floor).
the paint”).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 33
 III. ADULT-CHILD INTERACTION
III-D. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Children receive praise (e.g.,  Sometimes children receive  Children receive encouragement for their accom-
“Good job!” “I like the way praise and/or rewards for their plishments (e.g., “You rolled the ball”; “Thank you
Lamar is sitting quietly”) and/or initiatives and accomplishments. for giving a shaker to Kim”; “Chris, you crawled all
rewards (stickers, food, candy, the way over here to me!”; “You stacked all the
toys) for their accomplishments foam blocks on top of each other”).
and/or for following caregivers’
wishes.

 Children do not have any  Sometimes children have  Throughout the day children have choices when
choices when they have to choices when they have to they have to do an everyday task (e.g., “You can
do an everyday task. do an everyday task. put on the green bib or the orange bib”; “You can
put your shoes in your cubby or under your cot”).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 34
 III. ADULT-CHILD INTERACTION Circle one indicator level for this item based on the scoring rules on page xi.

III-E. Children form social relationships. 1 2 3 4 5

 Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Most of the time, nonmobile  Sometimes nonmobile children  Throughout the day nonmobile children watch
children cannot see mobile can see mobile children. and/or communicate with other children (e.g.,
children (e.g., nonmobile children caregivers arrange protected areas so nonmobile
are kept on their side of the children can be on the floor/ground and watch
room and their view is blocked other children [Janet places Daniel on the floor
by shelving; nonmobile children and puts pillows around him to protect him from
are kept in swings, bouncy mobile children; during outside time, Veda lays a
seats, etc.). blanket on the grass near the sandbox and sits
Erica down for her to see the other children
playing in the sandbox; during choice time, Nancy
sits Anil and Raina next to each other on a blanket,
where both infants look at each other and coo]).

 Children do not interact with  Sometimes children interact  Throughout the day children interact with other
other children in a friendly, with other children in a friendly, children in a friendly, interested manner (e.g.,
interested manner (e.g., children interested manner. Dominque, Savannah, and Brandon slide on the
grab things from other children, snow and fall down, then help each other up,
children hit others). laugh, and fall down again; Felix passes out books
and smiles at other children at his table while
they wait for lunch; Shyann and Katelin lie on a
beanbag chair and look at books together).

 Children do not seek out or  Sometimes children seek out  Throughout the day children seek out children
show preferences for other or show preferences for other they prefer or indicate an awareness of their
children (e.g., children play by children. absence (e.g., Colby hugs Dominique upon arrival
themselves). because he has been out sick; Natalie coos and
wiggles her body when Megan, another child,
arrives and says, “Hi”; Raymond joins Dalane, who
is in the block area playing race cars; at lunchtime
Tayon saves Gregory a chair to sit next to him;
when Emma is getting ready to go home, Gena
walks over and gives her a kiss on the cheek).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 35
 III. ADULT-CHILD INTERACTION
III-E. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Children’s communications  Sometimes children’s communi-  Throughout the day children’s communications to
to other children are not cations to other children are other children are interpreted by a caregiver (e.g.,
interpreted by a caregiver. interpreted by a caregiver. “Pat, Sam is giving the ball to you”; “Luke is saying
bye-bye to you, Josh”; “Leah, Olivia would like to
play dollies with you”).

 Toddlers do not explore or  Sometimes toddlers explore  Throughout the day toddlers explore and play on
play on equipment alongside and/or play on equipment equipment alongside and/or with other children
other children. alongside other children. (e.g., at group time, Blake, Wesley, and Jamaal
paint next to each other on a large piece of paper
on the floor; at outside time, Fran, Jordan, and
Andrea lie on top of the fort, kicking their legs in
the air).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 36
 III. ADULT-CHILD INTERACTION Circle one indicator level for this item based on the scoring rules on page xi.

III-F. Toddlers participate in resolving conflicts. 1 2 3 4 5

 Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Most children in conflict go  Some children in conflict  Each child involved in a conflict receives the
unnoticed or are ignored by receive positive attention from positive attention of a caregiver who is ready
caregivers. a caregiver (e.g., caregiver to help if needed.
attends to and holds child that
has been hit or bitten: “Come
here Julia, so I can give you a
hug. It hurt when he hit you”).

 Children in conflict are scolded,  Children in conflict hear  Each child in a conflict receives respectful support:
shamed, isolated, or punished statements about manners • Children stop their hurtful actions with the
(e.g., “It’s not fair to take toys and morals (e.g., “We don’t help of caregivers who remain calm in voice
from others, now give it back!”; hit our friends”; “Tell Lamar and demeanor (e.g., “Gently, Eli. Touch Max
“Go sit in timeout!”; “You may you’re sorry”; “Use your gently,” caregiver says, then strokes each infant
not have this until you words”; “You need to share”; gently; “Kicking needs to stop because it
apologize!”). “Let’s take turns”). hurts,” caregiver says while sitting in between
two children).
• Children calm down as caregivers acknowledge
their feelings (e.g., “You look very angry”; “You
both are really upset”; “You are sad because
you want a turn”).

 Children in conflict are not  Children in conflict sometimes  Each child in a conflict participates in identifying
asked about the problem and/or participate in identifying the the problem:
do not participate in identifying problem (e.g., caregiver asks • Children communicate what the problem is
the problem (e.g., caregiver what happened and draws her from their point of view; caregivers restate the
takes disputed toy away and own conclusion; caregiver asks problem based on their observations and
gives it back to the other child; only one child what happened). children’s verbal and nonverbal cues (e.g., Jalen
caregiver puts toy away). points to the red truck and caregiver says, “You
wanted the red truck”).
• Children affirm or correct the caregiver’s
restatement of the problem (e.g., “No, I want
the blue one”; caregiver says, “Oh, so you want
the blue one and James wants the red one”).
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© 2011 HighScope Educational Research Foundation. All rights reserved. 37
 III. ADULT-CHILD INTERACTION
III-F. (Cont.)

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Children in conflict do not hear  Children in conflict sometimes  Each child in a conflict participates in finding and
an explanation or participate in participate in finding a solution choosing a solution for a problem:
finding a solution for a problem for a problem (e.g., caregiver • Children generate ideas for solutions and
(e.g., “I said to give it back to says, “Holly says she had it choose one together (e.g., caregiver helps
her”; “You don’t need that”). first, and James, your idea is to children communicate their ideas; caregiver
share”; caregiver says, “Pedro offers ideas for children: “Would you like to
says he wants to have the first hear my idea?”).
turn and since he had it, he can • Children receive follow-up caregiver support
go first”). as needed.

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© 2011 HighScope Educational Research Foundation. All rights reserved. 38
 IV. CURRICULUM PLANNING AND CHILD Circle one indicator level for this item based on the scoring rules on page xi.

OBSERVATION 1 2 3 4 5
IV-A. Caregivers use a comprehensive curriculum model for  Check here if not observed or reported.
guiding their practices with infants and toddlers.

Standard questions
1. Do you use a curriculum model(s)? If so, which model do you use?
2. Do you use the curriculum to make daily decisions about your teaching and learning with infants and toddlers? If so, how?

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Caregivers do not use a compre-  Caregivers sometimes use a  Caregivers use one comprehensive curriculum
hensive curriculum model (e.g., comprehensive curriculum model that addresses the following:
caregivers rely on their instincts model (e.g., caregivers use a • Educational program encompasses all areas of
and/or what they have made up; specific curriculum along with child development, is developmentally appropri-
caregivers use an undocumented activities from other sources ate, encourages children’s active learning
curriculum). and/or use a combination of (learning through exploration and investigation),
curriculum models). focuses on intentional teaching, has clear goals,
is based on theory and research, builds on prior
learning and experiences, has content that aligns
with professional standards, shows evidence of
effectiveness, is supported through staff training.
• Appropriate child assessment assists in making
sound decisions about teaching and learning,
identifies significant concerns, and assists in
improving program practices.
• Program evaluation is continuous, with results
used to improve practices.

 Caregivers do not refer to the  Caregivers sometimes refer  Caregivers refer to the program’s curriculum to
program’s curriculum to guide to the program’s curriculum guide their decisions and teaching practices with
their decisions and teaching to guide their decisions and infants and toddlers (e.g., caregivers look to the
practices with infants and teaching practices with infants curriculum to help them solve problems with the
toddlers (e.g., curriculum sits and toddlers. learning environment, routine, adult-child interac-
in teachers’ resource room). tions, assessment of children, etc.).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 39
 IV. CURRICULUM PLANNING AND CHILD Circle one indicator level for this item based on the scoring rules on page xi.

OBSERVATION 1 2 3 4 5
IV-B. Caregivers observe children.  Check here if not observed or reported.

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Caregivers do not observe and  Sometimes caregivers observe  Throughout the day caregivers observe and listen
listen attentively to children and listen attentively to children. attentively to children as they explore, play, or
(e.g., they ignore children or are engage in caregiving routines (e.g., while sitting
occupied with routine tasks). next to infant Kesha, caregiver observes her
grasping the whisk and putting it to her mouth;
during breakfast caregiver looks at and listens to
Shyann as she signs “more” for grapes).

 Caregivers observe and  Caregivers observe and attend  Caregivers observe and attend to children’s
primarily attend to children to children’s strengths and strengths and interests in
when conflicts or problems interests in some areas. • Sensory-motor exploration and play
arise (e.g., caregivers supervise: • Social interaction
“You need to share those • Self-care
blocks”). • Communication

 Caregivers do not jot down  Caregivers sometimes jot down  Throughout the day caregivers jot down notes
notes to remind themselves notes to remind themselves of to remind themselves of what they see and hear,
of what they see and hear. what they see and hear. and use the notes later in planning and sharing
with parents.

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© 2011 HighScope Educational Research Foundation. All rights reserved. 40
 IV. CURRICULUM PLANNING AND CHILD Circle one indicator level for this item based on the scoring rules on page xi.

OBSERVATION 1 2 3 4 5
IV-C. Caregivers discuss, interpret, and record child observations.  Check here if not observed or reported.

Standard questions
1. Do you talk with another caregiver or caregivers about what you have seen and heard as children play and communicate? If so, when?
2. How do you interpret what you see and hear children doing and saying (e.g., do you relate your child observations to the child’s developing abilities in approaches
to learning; social and emotional development; physical development and health; communication, language, and literacy; cognitive development; and creative arts)?
3. Do you record your child observations in any way? If so, how? How often?

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Caregivers rarely discuss what  Caregivers sometimes discuss  Caregivers meet daily to discuss what they see
they see and hear children what they see and hear children and hear children doing and communicating (e.g.,
doing and communicating doing and communicating. caregivers discuss what happened at group times,
(e.g., caregivers only discuss outside times).
problems; caregivers share brief
comments during the day).

 Caregivers rarely relate children’s  Caregivers sometimes relate  Caregivers relate children’s actions and communi-
actions and communications to children’s actions and communi- cations to developmentally appropriate standards
child development. cations to child development. and/or child development curriculum content
areas such as
• Approaches to learning
• Social and emotional development
• Physical development and health
• Communication, language, and literacy
• Cognitive development
• Creative arts
(e.g., caregivers use appropriate observation-based
assessments such as Infant-Toddler COR, Ounce
Scale).

 Caregivers rarely record their  Caregivers sometimes record  Caregivers daily and systematically record their
observations of children (e.g., their observations of children. observations of children to create a permanent
caregivers write notes when anecdotal account of each child’s development to
children bite, hit, or have share with parents and other caregivers.
conflicts).

continued on next page

© 2011 HighScope Educational Research Foundation. All rights reserved. 41
 IV. CURRICULUM PLANNING AND CHILD Circle one indicator level for this item based on the scoring rules on page xi.

OBSERVATION 1 2 3 4 5
IV-D. Caregivers plan ways to support individual children.  Check here if not observed or reported.

Standard questions
1. How often do you plan ways to support children?
2. How do you decide what to plan for children (e.g., do you plan around what children can already do, what they can’t yet do,
favorite activities you like to do with children, goals of the curriculum you have for children)?
3. When during the day do you plan for children? What are children doing at that time?

Level 1 Indicators Level 3 Indicators Level 5 Indicators Supporting Evidence/Anecdotes

 Caregivers do not plan.  Caregivers sometimes plan.  Caregivers meet daily to plan.

 Caregivers plan while children  Caregivers sometimes plan  Caregivers regularly plan without children or
are present and awake. without children or while while children nap.
children nap.

 Caregivers make group rather  Caregivers make plans based  Caregivers make plans based on their observations
than individual plans, or plans to on goals, activities, and/or a and discussions of each child’s strengths, abilities,
motivate children to do things thematic approach (e.g., “Let’s and interests, using their anecdotal notes as they
they are not yet able to do or do the leaf activity”; “Let’s bring plan (e.g., “Jon is really interested in crawling up
are not interested in doing (e.g., out the sensory table”; “What onto things — let’s add the large vinyl wedge and
“Let’s introduce coloring inside should we do for tomorrow’s blocks and turn the rocking boat step-side-up”;
the lines”). color?”). “I have children who are at different developmental
levels so my plan for group time will include
different ways my children will use and explore
string and glue”).

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© 2011 HighScope Educational Research Foundation. All rights reserved. 42
Infant-Toddler Program Quality Assessment (PQA): Summary Sheet
Form A: Observation Items

Caregiver’s Name Program Name

Rater’s Name Date of Assessment

Enter the numerical level (1, 2, 3, 4, or 5) for each item. Refer to the Scoring Instructions on page xi. If an item was not rated, enter NR.

I. LEARNING ENVIRONMENT III. ADULT-CHILD INTERACTION ____ NUMBER OF ITEMS NOT RATED (Number of
____ A. Safe and healthy environment ____ A. Long-term adult-child relationships items marked “NR”)

____ B. Space for sleeping, eating, and bodily care ____ B. Child-adult trust ____ NUMBER OF ITEMS RATED
____ C. Space for play and movement ____ C. Child-adult partnerships (25 minus the number not rated)
____ D. Accessible sensory materials ____ D. Children’s intentions
____ TOTAL SCORE
____ E. Children’s photos, creations ____ E. Children’s social relationships (Sum of scores on rated items)
____ F. Accessible, safe outdoor space ____ F. Toddler conflict resolution
____ AVERAGE SCORE
(Total score ÷ Number of items rated)
II. SCHEDULES AND ROUTINES IV. CURRICULUM PLANNING AND
____ A. Flexible, predictable schedule CHILD OBSERVATION
____ B. Comfortable arrivals/departures ____ A. Comprehensive curriculum
____ C. Child-initiated choice times ____ B. Child observations
____ D. Bodily care choices ____ C. Interpreting/recording observations
____ E. Smooth transitions ____ D. Individualized planning by caregivers
____ F. Child-centered feedings/meals
____ G. Fluid, dynamic group times
____ H. Nature-based outside times
____ I. Individualized naptimes

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© 2011 HighScope Educational Research Foundation. All rights reserved. 43
 Infant-Toddler Training results in the most
effective use of the Infant-Toddler
PQA. To arrange PQA training for
providers or independent raters
who will be completing this
instrument, please contact the
The Infant-Toddler Program Quality Assessment (PQA): Training Coordinator, HighScope
Form A — Observation Items is an authentic instrument Educational Research Foundation,
designed to measure program quality and identify provider 600 North River Street, Ypsilanti,
training needs in child care programs serving children aged 6 weeks to 3 years. MI 48198-2898; Phone:
It consists of standards for best practices that may be scored by outside raters 734.485.2000, extension 237;
or used by providers as a self-assessment tool. The instrument consists of 25 FAX: 734.485.4467; E-mail:
items measuring the following four domains of curriculum implementation and [email protected]. For
program operations: learning environment; schedules and routines; adult-child more information on HighScope’s
interaction; and curriculum planning and child observation. curriculum or assessment
products or training offerings,
Developed by HighScope Educational Research Foundation, the Infant-Toddler visit the HighScope website at
PQA is appropriate for use in programs with a broad child development focus, highscope.org.
including but not limited to care settings using the HighScope Infant-Toddler
Curriculum. This beta version has been refined through pilot testing in a wide
range of infant-toddler programs. Additional validity and reliability data are
currently being gathered and will be reported when the studies are complete.
The Infant-Toddler PQA has the following features:
• Assesses key aspects of program quality using evidence collected through
observations in the care setting and interviews
• Provides specific, easy-to-understand quality indicators for each item with
objective 5-point rating scales that define quality on a continuum
• Provides detailed examples for interpreting the quality indicators within the
instrument itself, so users have at their fingertips all the information they
need to score the instrument
• Reflects research-based and field-tested best practices in child development
• Can be used as a basis for reporting, monitoring, and training

ISBN 978-1-57379-626-2
F1261