0 оценок0% нашли этот документ полезным (0 голосов)
24 просмотров2 страницы
This document contains a survey about a school and teacher. It requests information such as the school's location (rural or urban) and type (public or private), the teacher's qualifications and certifications, teaching experience, the number of teachers and students in a classroom. The second part of the document contains questions that evaluate different aspects of interaction, supervision, discipline and social skills development in the classroom.
This document contains a survey about a school and teacher. It requests information such as the school's location (rural or urban) and type (public or private), the teacher's qualifications and certifications, teaching experience, the number of teachers and students in a classroom. The second part of the document contains questions that evaluate different aspects of interaction, supervision, discipline and social skills development in the classroom.
This document contains a survey about a school and teacher. It requests information such as the school's location (rural or urban) and type (public or private), the teacher's qualifications and certifications, teaching experience, the number of teachers and students in a classroom. The second part of the document contains questions that evaluate different aspects of interaction, supervision, discipline and social skills development in the classroom.
Type of the school: Public Private Teacher code. Highest qualification of the teacher: 1. Higher Secondary (school) Certificate (HSC): 2. Bachelor of Arts / Science (BA / BSc): 3. Masters of Arts/Science (MA / MSc): 4. M.Phil: 5. PhD: 6. Diploma in Early Childhood Education:
Any certified course in early child hood education: Yes No If yes then how many courses---------------
Teaching Experience: Years Months
Number of teachers in one classroom: Number of children in a classroom:
DIMENSION 5: INTERACTION No Statement 5.1. Supervision of Gross Motor Activities 5.1.1 Enough supervision is provided in gross motor for the protection of childrens health and safety (for example, staff positioned to watch children in area; staff move around as needed). 1 2 3 4 5 6 7 5.1.2 There is a positive staff-child interaction (for example, comfort child who is upset or hurt, show appreciation of new skill, etc.). 1 2 3 4 5 6 7 5.1.3 Staff assist children to develop skills needed to use equipment (for example, help children to pump on swing). 1 2 3 4 5 6 7 5.1.4 Staff help children to develop positive social interactions (for example, provide equipment that encourages cooperation walkie-talkie communication deices). 1 2 3 4 5 6 7 5.2 General Supervision of Children 5.2.1 Careful supervision of children adjusted appropriately for different ages and abilities (for example, younger or more impulsive children supervised more closely). 1 2 3 4 5 6 7 5.2.2 Most supervision is non-punitive and control is exercised in a reasonable way. 1 2 3 4 5 6 7 5.2.3 Staffs show appreciation of childrens efforts and accomplishments. 1 2 3 4 5 6 7 5.2.4 Staffs provide timely help and encouragement to the children (for example, helps children to complete puzzle, help children who is wandering to get involved in play). 1 2 3 4 5 6 7 5.2.5 Staff is aware of whole group even when working with one children or a small group. 1 2 3 4 5 6 7 5.3 Discipline 5.3.1 Staff uses non-punitive discipline methods effectively (for example, giving attention for positive behaviour, redirecting children from unacceptable to acceptable activity). 1 2 3 4 5 6 7 5.3.2 Staff maintains enough control to prevent children from hurting one another. 1 2 3 4 5 6 7 5.3.3 Staff react consistently to childrens behaviour (for example, different staff members apply same rules and use same methods, basic rule followed with all children, etc.). 1 2 3 4 5 6 7 5.3.4 Program is set up to avoid conflict and promote age appropriate interaction (for example, duplicate toys are accessible). 1 2 3 4 5 6 7 5.3.5 Staff use activities to help children understand social skill (for example, tell story books, group discussions with children to work through common conflict, etc.).