There is an ongoing discussion in the Early Childhood Education Quality Improvement arena. This is about what quality looks like, how it is defined, how we can best reach it, and how QI Supports, including stipend funds, are dispensed equitably. This has led to changes in grant parameters and requirements which in turn affect grant administrators and recipients alike. In an effort to recognize a diverse array of childcare providers including Family Childcare, Center-based, Tribal and Family-Friend-Neighbor childcare settings, Quality Improvement grants and processes have been scrutinized and changed, meaning that many in the field continue to adjust and adapt to new processes.
It is widely recognized that within any early childhood care and education program, the relationships formed between teachers, children and families are the foundation of quality. Parents don’t always have the luxury of shopping around for childcare; they may need to take advantage of an opening when it is available. But even if it is convenient to them, if they do not develop a close and trusting relationship with the person or persons caring for their child, they will probably not stay in that setting.
This is why focusing on the Classroom Assessment Scoring System (CLASS) is a priority for the Quality Improvement Grants. With an emphasis on teacher-child interactions, language and classroom climate, relationships and learning are uplifted and quality can be measured objectively. While an official assessment requires a trained Reliable Assessor, the CLASS tool is easy to use as a self-assessment and planning tool for evaluating a program and creating a Quality Improvement Plan. With the support of regional and state grant funding, Humboldt county has a number of Reliable Assessors whose expertise can be called upon when programs need assessment or have questions about using CLASS in their programs.