TN Report Card and Rated License Program | FDCRS to FCCERS-R Comparison

FDCRS to FCCERS-R Comparison

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FDCRS to FCCERS-R Comparison (Adobe .pdf 116KB)

Considered only in FCCERS-R	Considered in Both Scales	Considered only in FDCRS
Accessibility: 3 level-access for one hour daily 5 level-access for much of day		Accessibility: 5 level-access for one hour daily throughout the day
1. Indoor space used for child care Natural lighting and vent control Easy to clean surfaces Accessibility for disabilities	Size of space Atmosphere (lighting, ventilation, temperature) Maintenance of space
2. Furniture for routine care, play, and learning Child-sized table (75% 7 level) Self-help furniture Storage for supplies and materials Adult seating (observe used once)	Furnishings for routine and play Suitable to size of children Good repair and cared for Self-help Storage for belongings (3 level FDCRS, 7 FCCERS-R)	1. Furnishings for routine care and learning Child-sized play furniture
3. Provision for relaxation and comfort Protection of cozy area Area used for quiet play	Soft furnishings Carpeting Soft toys (same number) Child-sized soft furniture	2. Furnishings for relaxation and comfort Specific number of soft furnishings Touch for infants/toddlers
4. Arrangement of indoor space for child care Adequate supervision Safety indoors is considered	Well-arranged Various interest areas Easy access for all ages Not restricting infant/toddlers	4. Indoor space arrangement
5. Display for children Much done by children Talk about display Photos of children Individualized work	Teacher display Child display (2 per child) Some within easy reach/eye level Rotation monthly	3. Child related display
6. Space for Privacy Supervision of space Much of the day 5 level More than one space All ages included one item	Find space Set-aside space Set up activities Confined space not used for lengthy periods of time with infants/toddlers	6a/6b Space to be alone Ages separated into two items One hour access at five level Specific time limits on interactions and use of space for infants/ toddlers
7. Greeting/departing Parents enter area Share written info for infant routines Share info beyond routines for all	Greeting of children Greeting of parents Sharing info Atmosphere of arrival/departure	7. Arriving and leaving
8. Nap/rest Spacing 36 inches at 3 level for children under 2	Provisions Schedule Spacing for all 36” at 5 level Handled appropriately Supervision Help children to relax Activities for non-sleepers	9. Nap/rest
10. Diapering/toileting Supervision Sanitary conditions 50% at 3 level and 75% at 5 level	Sanitary conditions Same sink 10 step diapering Schedule Handwashing Equipment for self-help (FCCERS-R 7 level, FDCRS 3 and 5 level) Pleasant interactions Self-help skills	10. Diapering/toileting 11. Personal grooming Sanitary conditions 75% at 3 level Toilet training separate indicators
11. Health practices Handwashing 75% at 3 level and 1-2 lapses at 5 level	No smoking Minimize spread of germs Handwashing Extra clothes and appearance Medications Caregiver good model Encourage independence Tooth brushing Consultants Isolation of sick children	11. Personal grooming 12. Health Bibs available Emergency health info on children Provider has health exams Health information for parents Reporting abuse Consider special health problems
12. Safety practices Specific number on hazards Supervision considered	Hazards in and out Essentials Teaching rules Pass fire inspections Prevention of hazards	13. Safety Specific essentials such as phone, number posted, first aid kit, hot water managed Alternate caregivers Car restraints used for travel CPR/First Aid training Safety information for parents
13. Helping children Understand language One item for all ages Quiet in home to hear language Talk in routine and play for all ages	Talking to children Personalized communication Descriptive words/naming Wide range of topics Match abilities	15a and b. Helping children understand language Separate items for different age groups Requires specific activities for infants (talk about pictures, say rhymes and sing songs) Requires specific number of language activities Requires games
14. Helping children use language Writing child dictation	Social talking Conversations Encourage children’s talk Adding language Asking questions Good balance of language	14a and b. Informal use of language 16. Helping children use language Enjoy language-specific activities Requires communication materials Requires verbal play Talking used to solve problems
15. Using books One indicator for all ages Good repair No required to participate Informal reading Pleasant experience Book area Encourage children to read Wide selection of books for each age Read to children daily at 3 level, periodically during day at 7 level	Access to books Reading to children Rotation of books Materials for all ages	15a and b. Helping children understand language Two separate indicators for different age groups Requires games Caregiver names objects/pictures for children Read to children 3 times a week at minimal level, one activity a day at 7 level Required reading time for infants/toddlers and for preschool/schoolagers
16. Fine motor Good repair Different types of manipulatives required for preschool and older	Access to materials Organized well Space for play (FDCRS at 5 level, FCCERS-R at 7 level) Rotation Staff involvement (FCCERS-R at 5 level, FDCRS at 7 level)	18. Eye-hand coordination Materials available
17. Art Materials used appropriate Not required to participate Specific number of materials/categories accessible daily	Access to materials for toddlers and older children Individual expression Staff input 3D materials	19. Art Planned activities requiring supervision 2 activities/materials accessible daily
18. Music and movement Requires access to musical materials daily Not required to participate Limited use of recorded music	No loud background music Access to musical toys At least one activity a day (FCCERS-R at 3 level, FDCRS at 7 level) Informal singing observed Encourage children to participate	20. Music and movement Requires access to instruments and dance props Requires planned time for movement and music daily
19. Blocks No interlocking materials Requires 2 sets of blocks for each age group at 7 level Requires variety of accessories Provider participation observed	Access to variety of blocks and accessories (FDCRS at 5 level, FCCERS-R at 7 level) Materials gathered together and organized Space out of traffic	23. Blocks Includes interlocking materials Requires 3 sets of blocks at 5 level
20. Dramatic play Includes infants Staff participation	Access to variety of materials Access to materials outside (FDCRS at 5 level, FCCERS-R at 7 level) Access to materials for themes Organized materials Play furniture child-sized	22. Dramatic play
21. Math/number Access to math materials in specific categories Number talk used during free play and routines Well-organized materials Planned math activities every two weeks Rotation of materials	No inappropriate teaching Access to materials Teaching math/reasoning concepts Good repair Concepts used throughout the day	17. Helping children reason Required access to variety of games
22. Nature/science Access to materials in specific categories Outdoor experiences-2 per week Experience living materials indoors daily Daily events include learning about nature/science Well-organized materials	Access to materials Requires activities (FDCRS at 5 level 1 time a week, FCCERS-R at 7 level every 2 weeks)	17. Helping children reason Access to a variety of games Reasoning throughout the day
23. Sand and water play Supervision Facilitation of play Different activities	Access to materials (sand or water) and toys	21. Sand and water play
24. Promoting acceptance of diversity Access to materials of specific categories Props for dramatic play Inclusion in daily schedule	Access to variety of pictures and books No discrimination shown Activities provided	29. Cultural awareness Access to dolls of varying races Inclusion of holidays of children Various ages in books and pictures
25. Use of TV, video, and/or computer TV not used with infants Time allowed is based on age	Appropriate materials Educational materials Alternative activities (FCCERS-R at 3 level, FDCRS at 5 level) Limited access Provider involvement (FCCERS-R at 5 level, FDCRS at 7 level) Involvement of children Supporting themes	24. Use of TV TV is not used as a babysitter
26. Active physical play Two surfaces Protection from elements Organized space	Safety of space Good repair Access to materials Access to outdoor space Variety of skills Indoor activities in bad weather	5. Active physical play Clean space for infants/toddlers Imaginative materials Add new challenges
27. Supervision of play and learning Non-punitive supervision Supervision of personal care routines is considered under individual items	Appropriate for all ages Focused on children Close supervision Staff involvement Solve problems/peer issues Avoid issues Extend learning	26. Supervision of play indoors and outdoors
28. Provider-child interaction	Verbal and physical interaction Responsive to children Pleasant interactions Respect and kindness shown Encourage respect	27. Tone
29. Discipline Professional advice	No physical punishment Good control Positive tone Appropriate expectations Avoid conflict Frequent attention to positive behavior Consistency Active involvement of children	28. Discipline Explain rules to children
30. Interactions among children Peer interactions encouraged Point out positive peer interactions Provide activities for children	Stop negative interactions Children get along well Provider involvement	27. Tone 28. Discipline
31. Schedule Schedule for most children met at 3 level, individualized at 5 level Activities initiated by provider and children No long waiting	Basic scheduled that is familiar Meet needs of children Flexible Variety of play activities Indoor and outdoor play Gross motor and less active play Individualized Smooth transitions	25. Schedule of daily activities Individualized at 3 level Routines are learning experiences
32. Free play Free play occurs daily in and out Free play for much of the day	Access to toys and materials Staff facilitation Educational supervision Rotation of materials Supervision	Incorporated into other items
33. Group time Opportunities for self-selected groups Alternative activities Set up to facilitate success for children Not required to participate in any group activity	Appropriate activities Positive tone Limited to meet age and needs Educational interaction	Incorporated into other items
34. Provisions for children with disabilities	Information shared Modifications Involvement of staff and parents Involvement of children Follow through with goals Involved with professionals Set goals	35. Adaptations for special needs 40. Caregiver preparation

Produced by the UT College of Social Work Office of Research & Public Service under contract to the Tennessee Department of Human Services for the Tennessee Child Care Evaluation & Report Card Program. Adapted from Family Child Care Environment Rating Scale Revised Edition by Thelma Harms, Debby Cryer and Richard M. Clifford. (New York: Teachers College Press, ©2007 by Thelma Harms and Richard M. Clifford.) Permission is being requested to the publisher and the authors. All rights reserved. This project is funded under an agreement with the Tennessee Department of Human Services and the University of Tennessee, Social Work Office of Research and Public Service.

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