To provide a detailed account of behavior as it occurs over a set period

To give a brief overview of behavior without much detail

To monitor a group of children at a specific moment for certain behaviors

To document an event by focusing on the behavior before, during, and after it happens

Is important information, including allergy lists, regarding the children that is posted for all staff

Is when all interested parties of the observation will decide what information is important enough to be documented

Is a display of a project that includes text, photos, and the children’s representation on a large surface such as a bristol board. It would include what the children have learned

Is a parent bulletin board that contains pertinent information for the parents, including parent policies, and special events

To create a competitive environment among children

To gather and analyze information about children's knowledge, skills, and understanding

To plan activities that focus solely on academic skills

To compare children's performance with standardized benchmarks

Sit down at the table and take part in the meal and conversation with the children

Remain standing and supervise the children’s behaviour as they eat

Serve portions of food to the children to ensure they try all the food

Encourage the children not to talk so they are able to concentrate on eating

Are indoor and outdoor spaces organized for children’s play, including quiet and noisy play, and wet and dry play

Reduce flexibility for learning experiences

Are defined by the children

Are pathways to get from one learning centre to another

It does not provide many benefits considering how much effort is involved.

It recognizes that how families are involved is less important than whether they are involved or not.

It supports and benefits parents’ and other family members’ involvement in their child’s learning and well-being.

It should be limited to family events a few times a year.

Is not necessary and will reduce the space for children.

Can encourage family involvement.

Reduces educators’ interactions with the children.

Should not include adult-sized furniture.

The overall attractiveness of the environment

The play for play zones and pathways in the ECE program

The organization of the physical environment to be used by everyone without adaptations

The adaptations of the physical environment that are necessary for children with disabilities

Are required to follow national guidelines for outdoor play areas

Can set their own standards for staff-to-child ratios

Must adhere to provincial or territorial standards for staff qualifications

Have the same licensing requirements as private schools

Responsive back-and-forth interactions between educators and children

Appropriate direct instruction from educators to a group of children

An educator’s awareness of children’s skills

Educator interactions with school-aged children

It refers to the time children spend in structured activities outside of school hours.

It is the unstructured time children have with peers between home and school, often supported by before- and after-school programs.

It is the time children spend exclusively with family members.

It is the designated physical space within a school for extracurricular activities.

Based on universal sequences of human development

The prescribed sequences of skills to inform learning experiences

Descriptions of broad areas of children’s thinking and learning that emerge and evolve in a variety of curriculum areas

Best used without consideration of children’s cultural context

Asking questions about the world they live in

Direct instruction about scientific concepts

Educators who do not need to seek out information to answer their questions

Access to a limited variety of materials and resources so they can focus

Happens during constructive play

Begins when children are able to read and follow instructions

Requires educators to take the lead in solving problems for children

Is not influenced by children’s social context

Interest and enjoyment of books and reading and recognition of symbols that carry meaning

A group of skills that connect letters with sounds to read and write

Understanding that print carries meaning and that books contain letters and words

The ability to recognize and name uppercase and lowercase letters

Direct children’s learning

Make purposeful curriculum decisions

Follow curriculum guides

Ensure children meet prescribed learning outcomes

Involves deliberate watching, listening, and recording what the children say and do as they interact with other children, adults, and their surroundings.

Requires interpretation about what children are doing while taking notes.

Is always with handwritten notes.

Takes place when children are involved in structured or educator-directed learning experiences.

Applying the principle of the image of the child as competent and capable

Asking the parents about their children

Focusing on what children are not able to do

Not recognizing the children’s rights to privacy in their play with other children

A written observation that is recorded after an event or interaction is observed and includes what was seen and heard.

The practice of gathering and sharing observations, examples, and information about children’s learning experiences that can be interpreted and analyzed.

A written assessment about how children are meeting specific learning outcomes.

Related to recording incidents of children’s aggressive behaviour.

Are examples of observation

Can be used to supplement documentation

Do not provide reliable information for documentation of their learning

Are best used for documentation without further descriptions

Is the ongoing analysis of quality evaluation results to understand changes needed to improve the quality of the early learning environment that children and their families experience

Is an annual survey of families and educators that identifies priorities for quality improvement

Is the report based on the results of a rating scale used to measure ECE program quality

Does not involve educators

Adult-child ratios and physical environment

Cleanliness and safety measures

Structural and process

Regulations and guidelines

They are paying high fees.

Structured surveys are used.

Open communication is encouraged.

Family events are organized.

Do not make a difference to the quality of ECE programs and children’s outcomes

Only include theoretical knowledge

Increase the likelihood that educators will offer children a quality learning environment in ECE programs

Are not required in most ECE programs in Canada

Takes place in the child’s own home

Is not included in provincial or territorial childcare legislation

Can often be adapted to meet the needs of working parents to start earlier or end later than is possible in childcare centres

Includes more children across Canada than licensed childcare centres

Educates and cares for young children

Provides early learning opportunities but does not provide care

Is mainly organized to provide care for children while parents work

Does not include part-time and part-day programs for young children

Set by federal legislation

Set by municipal governments

Voluntary

Set by provincial and territorial governments

Public and directly operated by governments

Operated by not-for-profit organizations

Operated by for-profit organizations

A mix of public, not-for-profit organizations and for-profit organizations

Are only offered in licensed childcare services.

Are programs and services that work with children whose development is delayed or at risk.

Cannot be delivered in ECE programs.

Do not involve support for resource parents, educators, or other caregivers.

Expectations for key areas of practice in a profession.

Aspirations for professionals to think about.

Principles intended to guide professionals to make decisions and take actions that are honest and aligned with the vision, values, and principles of a profession.

Standards of knowledge and performance required by a profession.

Does not apply to qualified early childhood educators

Is a framework and process that assists educators to increase their knowledge and skills

Is enjoyable but the research evidence suggests that it does not have a positive impact on professional practice

Does not encourage reflective practice

ECE programs can be stressful work environments

Educators are less healthy than other workforces

Educators are older than in other workforces

Educators are poorly compensated

a) Operates under federal government supervision

b) Is always offered by extended family members

c) Can offer flexible hours to support families with non-standard work schedules

d) Always cares for more children than centre-based programs

a) Prepare children for standardized testing

b) Nurture children’s learning and care needs during the early years

c) Focus only on academic outcomes

d) Serve as temporary care during emergencies only

Dropped slightly

Increased slightly

Grown by more than double

Become almost non-existent

Local school boards

The federal government

Each province and territory

Private licensing companies

Run solely by the government

Exclusively not-for-profit

Private and for-profit only

A combination of public, non-profit, and for-profit operators

The work environment can be emotionally and physically demanding.

Educators take more vacation days than other sectors.

Educators have fewer responsibilities than teachers.

ECE staff rarely face workplace challenges.

Is optional and unrelated to daily practice.

Helps improve skills and encourages continuous reflection.

Has no impact on child outcomes.

Is not recognized by most ECE organizations.