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Early Learning Self-Assessment (ELSA)
Introduction
The ELSA aims to identify features that have been validated by recent research that effectively allows children to develop and grow in several domains. Longitudinal studies confirm the vital importance of early education and care. Exposure to a quality program has been found to directly impact children's future academic and lifetime success.
Please note: The ELSA does not measure program areas already dictated by state licensing and compliance requirements. Specific state licensing requirements can be found at http://www.childcareaware.org/statelicensing.
Directions
For each set of indicators check the characteristics, activities and/or practices present in your program.
As you complete this assessment, please keep in mind that some of the criteria listed below is general and can be met in a wide variety of ways. Criteria identified for "all age groups" should be evident in all classrooms, although it will look very different depending on the age and developmental level of the children. Those identified for Toddler/Twos/Pre-K may also be fulfilled in different ways depending on age. The difficulty level and complexity of tasks should increase as students' progress.
General Program Characteristics
| Curriculum content is based on current data providing evidence of its effectiveness | |
| Daily opportunity for children to make choices through learning centers and activity options | |
| Daily schedules planned in advance | |
| The child/staff ratio meets that state’s licensing requirements | |
| Primary classroom teachers have a certificate or degree with coursework in early childhood education or related field | |
| Program directors have a college degree with coursework in early childhood education or related field | |
| Teacher-assistants or aides must have relevant experience with children determined by director | |
| Security system in place that only allows authorized personnel in facility | |
| Ongoing information regarding expectations, changes and classroom events is provided to parents | |
| Children’s progress is documented and shared with parents regularly | |
| Different cultural and religious practices are acknowledged and respected throughout the year | |
| Uniqueness of each family is recognized in various ways throughout the year |
Emergent Communication, Language & Literacy Skills
| Daily play including songs, rhymes and interactive games (ex: peek-a-boo/patty cake for infants, Bingo for toddlers) | |
| Daily access to hear, respond to and/or manipulate books | |
| Opportunities to experiment with sounds through music, poems, clapping, instruments, etc. | |
| Encourage children to explore with various writing tools (ex: crayons, markers, paint) | |
| Regular exposure to art, dramatic play and/or learning centers | |
| Materials used that encourage oral language development such as flannel boards, puppets, props, etc. | |
| Activities that involve seeing/touching/manipulating various shapes/patterns used regularly | |
| Numbers, counting, and shapes occur as the topic of books/songs used during classroom activities | |
| Exposure to numbers through daily routine such as attendance, calendars and weather, number recognition games, etc. | |
| Center provides activities that encourage the awareness of various types of measurement (i.e. length, width, weight, height, time, temperature) are provided | |
| Materials that promote number exploration are readily available and used such as small collections of objects, number puzzles, egg cartons, etc |
Physical Development
| A variety of age appropriate outdoor manipulatives are available (ex: balls, bikes, tunnels etc.) | |
| Regular activities encouraging dancing, jumping, twirling, etc. are played | |
| Assortment of building objects available | |
| Alternative indoor play planned when weather restricts outdoor activity | |
| Regular participation in fine motor activities such as puzzles, lacing cards, peg games, working with clay, working with tongs, etc. |
Social Development/Emotional Intelligence
| Establish consistent, daily routines | |
| Acknowledge and identify verbally the emotion child is expressing | |
| Encourage play with peers and development of friendships | |
| Encourage independent activity | |
| Children are encouraged to persist when frustrated | |
| Rules, consequences and directions are verbalized, clear and consistent | |
| Identify a wide range of feelings through stories, songs, puppets, etc | |
| Identify and respond to specific, not general, behaviors | |
| Children are provided with opportunity to explore a wide range of feelings and appropriate ways they can be expressed | |
| Participation in activities that require self-control (ex: stop/start) | |
| Model caring behavior (sympathy & empathy) and encourage children to do the same | |
| Self-responsibility and independence is encouraged through clean-up games, giving choices and other age appropriate responsibilities/classroom maintenance activities |
The Early Learning Standards Assessment (ELSA) was developed through the use of early childhood educational standards outlined by Pennsylvania and New Jersey.
PA Early Learning Standards for Pre-Kindergarten & PA Early Learning Standards for Infants & Toddlers- PA Department of Education & Department of Public Welfare, August 2005
Preschool Teaching & Learning Expectations: Standards of Quality- NJ State Department of Education, July 2004