Environmental Rating for Early Learning™ (erel™)

Reference Guide
Supportive Interactions Environment – Children in the Environment
Environment Item Observe for… Listen for learners saying…
A1. Have opportunities to develop social • Children asking to join social • “Can I have a turn”
competence (e.g., entering social groups, groups • “Come play with me”
helping others, self-regulating behaviors) • Children helping peers • “Stop, I don’t like that”
• Children freely moving between • “Wait for me”
social groups • “Can you help me”
• Children using prosocial strategies
for managing emotions (walking
away, seeking adult assistance,
etc.)
A2. Have opportunities to consider the • Children engaging in collaborative • “I think...”
perspectives of others and develop the play • “How about we try....”
capacity to show empathy (e.g., in social • Children commenting or adding to • Engaging in discussions about
groups, learning groups, social emotional peer’s suggestions, ideas or feelings
literature) expressed experiences
• Children listening to social stories
that focus on social emotional
learning
A3. Have opportunities to cooperatively • Opportunities for children to play • “Let me show you”
learn from and play with others with peers on the daily schedule • “Let’s do this together”
• Children freely moving between • “I can do that too”
social groups • “How did you do that”
• Children modeling a skill or activity
for peers

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
Supportive Interactions Environment – Adults in the Environment
Environment Item Observe for… Listen for adults saying…
B1. Demonstrate relaxed, warm, caring, • Adults using a calm voice • “How can I help you?”
supportive and approachable behaviors in • Adults responding to students, • “Of course, I’ll sit down and help
all interactions with children making eye contact and smiling you with that”
during all interactions • “I think you’re ready for a bottle”
• Adults kneeling down to engage
children at eye level
B2. Build personal relationships with • Adults engaging in active listening • “Tell me what you and your family
individual children (e.g., talks and listens with children did this weekend”
to children attentively) • Adults asking children questions • “I want to hear more about why
about personal experiences while you think the story we just read
maintaining eye contact was about jungle animals”
• “Here’s your favorite rattle”
B3. Treat children with respect and • Adults exhibiting patience and • “I can see you’re upset – let's talk
concern in all interactions listening attentively about it”
• Use of non-judgmental words and • “Thank you for helping your friend
body language find her favorite book”
• Adults not interrupting children • “You seem tired, I’m going to get
when they are speaking you ready for a nap”
B4. Promote positive peer interactions • Adults encouraging children to ask • “I can see that Jesse is finished
among children peers questions building a house, why don’t you
• Modeling of positive social ask him to help you build yours?”
interactions in small groups • “Kayla looks lonely, why don’t you
• Adults providing specific feedback invite her over to play with us?”
on positive peer to peer • “Kai, I noticed you watching the
interactions boys building a tower, would you
like me to go with you to ask them
if you can help build the tower?”
B5. Model empathy when a child is hurt or • Adults responding quickly when • “I saw you fall down, tell me what
upset (e.g., using feeling words, providing child is hurt or upset happened?”
assistance) • Adults asking about or label • “I heard you yelling – can you tell
feelings me why you’re angry?”
• “How can I help you”

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
 • Adults using a calm and caring • “That looks like it hurts, do you
tone when speaking to child need a cool pack?”
• Adults providing supportive
physical support such as a hug,
hand on a shoulder, or holding a
child’s hand
B6. Model appropriate social behavior in • Adults making eye contact when • “Thank you for sharing with me”
interactions with children interacting with others • “Can I have a turn?”
• Adults using kind and polite words
• Adults model appropriate turn
taking
B7. Promote and create a sense of • Having classroom jobs and • “Today we are going to....”
community within the classroom responsibilities • “We have a special guest – let's
• Referencing the class as a group, review our rules for special
such as “us” and “we” guests”
• Encouraging children to help each
other
B8. Greet children and family members • At least one adult cheerfully greets • “Good morning, it’s so nice to see
warmly upon arrival/departure child and family member when you”
they arrive and when they depart • “We’ll see you tomorrow”
B9. Use arrival/departure times to • Teachers and family members • “Francis ate all of her vegetables
communicate with family members and talking at the door at lunch today”
receive information about the child • Teachers sharing information to • “Liam didn’t sleep well and might
family about child’s day be tired during class”
B10. Facilitate children’s ability to resolve • Teacher getting down at the child’s • “Tell me what happened”
conflicts (e.g., identifying feelings and eye level • “How can we solve this?”
problems, finding alternate solutions) • Helping children identify their • “How did that make you feel?”
feelings
• Asking children to identify
solutions to conflicts
B11. Customize interactions with infants • Picking up infants when crying • “Are you hungry? Let’s get your
and toddlers to meet children’s individual • Interacting with infants when alert bottle”
states of arousal (e.g., alertness, • Noticing when infants are hungry • “I think you’re sleepy, let’s put you
drowsiness, sleeping, crying) or tired and responding down for a nap”
appropriately

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
B12. Recognize and respond to infants’ • Verbal acknowledgement of • “I see that you …– you like that
non-verbal cues (e.g., pointing, turning infant’s bids for attention don’t you?”
head away, sleepiness) • Following the child’s cues • “Your eyes keep closing, let’s put
• Verbal acknowledgement of you down for a nap”
infant’s cues of displeasure • “Oh, you want up; I’ll pick you up”

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
Intentional Learning Environment – Children in the Environment
Environment Item Observe for… Listen for learners saying…
A1. Are actively engaged in play-based • Little if any wandering • “I love using the different colors of
activities that support key curriculum • Children appear to enjoy activities Legos to make patterns”
concepts • Active engagement in activities • “Billy, can you help me stack these
red blocks to make a tower?”
A2. Have opportunities to initiate or • Children self-select their activities • “I want to play in the dress-up
choose their own activities, alone or with • Children deciding how to engage area today”
others with materials • “I’m going to get a ruler to use as
• Children engaging in a variety of bridge between my towers”
activities • “I want to read a book about
• Children self-select peer animals”
groupings
• Observe lesson plans and daily
activities for self-selected activities
A3. Have opportunities to use fine motor • A variety of fine-motor activities • “Look at my painting”
skills (e.g., visual art, manipulatives, throughout the classroom which • “I made an A with the blocks”
puzzles, block play, writing materials) are easily accessible for children • “I finished this puzzle”
• Centers and activities include
opportunities to practice fine motor
skills
• Observe lesson plans and daily
activities for fine-motor activities
A4. Have opportunities to use gross • Opportunities to move freely in the • “I’m going to climb up the ladder
motor skills (e.g., dramatic play, outdoor classroom and outside then slide down the slide”
play, large block play, music/movement) • A variety of activities to practice • “I can dance like a robot”
moving in different ways • “I’m going to ride the scooter
• Observe lesson plans and daily around the playground”
activities for gross motor
opportunities

A5. Have opportunities to develop early • Teachers reading stories • “Those red letters say exit, that
language and literacy skills (e.g., books, • Children singing songs with means to go outside”
being read to, songs, rhymes, writing rhyming words or alliterations

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
materials, discussion, games, print-rich • Teachers pointing out and • “Big, pig; hey those two words
environment) discussing print in the rhyme”
environment • “I’m going to make a card for my
• Children having access to a mom, I know how to write mom”
variety of books
• Observe lesson plans and daily
schedules
A6. Have opportunities to develop • Explore materials in an open- • “When I mix red and blue, it
cognitive skills (e.g., exploring the ended manner makes purple”
environment, using senses, answering • Respond to questions designed to • “I think bats fly at night
open ended questions, solving problems, support creative thinking because....”
comparing and contrasting) • Respond to questions designed to • “My favorite animal is a ….
elicit a variety of solutions, because....”
options, or opinions • “My tower is as tall as me”
• Experimenting with materials to
solve problems (build a taller
tower, make the cars roll faster,
getting a cause-and-effect toy to
work)
A7. Have opportunities to sustain and • Materials are available on • “Our seeds have roots now”
return to learning activities, experiences, successive days • “I want to play in the kitchen
and materials over time • Evidence of learning activities or again"
projects that might change over • “I’m going to finish my painting
time (plants, classroom pets, etc.) today”
• Evidence of children’s continuing
with partially completed work from
previous day
A8. Demonstrate positive dispositions • Children are engaged • “I know I can figure this out”
toward learning (e.g., persistence, • Children appear enthusiastic • “I wonder how many blocks it
discovery, creativity, risk taking, about activities takes to build a road to the
enthusiasm) • Children engage in activities in kitchen”
creative ways • “I will try again”
• Children attempt answering
questions that are at the edge of

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
 their zone of proximal
development
• Children persist in activities when
faced with challenges or slight
frustrations
A9. Have opportunities to engage in • Activities (small group, large group • “I want to ‘read’ the book about the
activities that integrate content-focused and center) address academic animals at giraffe’s party”
early literacy, mathematics, social studies, content areas • “Watch me hop ten times”
science, and/or creative arts • Observe lesson plans, curriculum • “I made green with blue and
or scope and sequence yellow”
A10. Have opportunities to brainstorm • Children predicting the ending of a • “We should make a list of what we
ideas and make predictions story need for our party”
• Children responding to questions • “Maybe the (insert story character)
designed to have them use prior will…”
knowledge to make a prediction • “Let’s count these blocks to see
• Children predicting how many of how many fill up the bowl”
an object it will take to fill up a • “I think the chicken will have 5
container babies when the eggs hatch”
• Brainstorming solutions to a • “I think it will take four buckets to
challenge get all the water to the garden”
• Observe the environment for
evidence of prior brainstorming
such as student-generated lists
and graphs
A11. Have opportunities to use tools to • Open containers on shelves with a • “I’m going to use the time to see
explore mathematical and scientific variety of tools for exploring how long it takes me to finish this
concepts (e.g., rulers, balance, mathematical and scientific puzzle”
magnifying glass, timers, stop watches, concepts • “Let’s measure how far I can kick
funnels, pipettes, color paddles, etc.) • Center activities incorporating the the ball”
use of mathematic and scientific • “This is tiny, let’s get a magnifying
tools glass”
• Charts and other indications • “When I squeeze harder I get
around the classroom of children more water in the eye dropper”
using tools in the past (i.e. a chart
identifying different lengths,
weights, times)

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
 • Children incorporating tools in
their play and experimentation
• Observe lesson plans for identified
tools included in activity materials

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
Intentional Learning Environment – Adults in the Environment
Environment Item Observe for… Listen for adults saying…
B1. Plan developmentally appropriate • Engaged children • “I’m glad you enjoy this activity”
activities to promote meaningful, • Activities that are meaningful to • “You’re working so hard on this;
challenging experiences for children, children you almost got it”
without causing frustration • Activities that challenge or extend
learning
• Observe lesson plans and daily
schedule
B2. Provide materials that reflect • Variety of materials available that • “Mario, why don’t you ask Leigh
children’s current interests and skills, and promote cooperation and what she thinks?”
promote cooperation and group collaboration • “Omar, would you like Greg to
interaction • Children cooperating and help you?”
collaborating with peers • “I’m so glad you two like working
• Teachers using materials to with those butterflies and birds”
facilitate activities that promote
small and large group interactions
and collaborations
B3. Create an inclusive environment by • Materials that reflect differing • “Let’s look at the picture schedule
adapting activities, materials, and abilities such as adaptive scissors, to see what you do next”
furnishings to accommodate children’s specialized equipment, picture • “Julie, I’m going to ask you for
individual needs schedules, etc. your answer next”
• Teachers modify activities for
specific children
• Ask teachers if adaptations or
modifications have been used in
the past
B4. Organize the classroom and materials • Variety of open-ended materials • “I’m glad you’re using those new
to stimulate learning focused on • Children experimenting and using colored blocks. What are you
exploration, discovery, experimentation, materials creatively going to make with them?”
and experiential learning • “Everyone - we’ve added funnels,
scoops and a water wheel in the
water table today”

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
B5. Help children make connections • Teachers facilitating conversations • “Last week we built bridges, this
between current activities and prior about prior learning during week we are building tunnels, they
learning/experiences (e.g., verbalizing activities are both ways to help people get
comparisons, asking questions about and • Children comparing and from one place to another”
pointing out similarities to prior contrasting materials, events, and • “Today we’re going to build a farm,
experiences, “remember when…”) concepts what did we learn about farms
yesterday that will help us?”
B6. Assist children to master concepts or • Teachers providing children with • “This puzzle has three sides; this
skills (e.g., scaffolding, providing hints slot has four sides; do you think
additional information, expanding on • Teachers providing additional they are the same?”
children’s comments) information • “This flower is orange, which of
• Teachers rephrasing information these crayons is orange?”
• Guided supports (ex. Tracing • “You have three blocks, we need
letters, dots for one-to-one four. Four is one more than three”
correspondence)
• Visual aids
B7. Intentionally encourage, respond to • Teachers responding to children’s • Child “ball” - Teacher “it’s a red
and expand on children’s verbalizations verbalizations ball”
• Teachers expanding on children’s • Child “fast car” - Teacher “you’re
utterances pedaling that car very fast”
B8. Encourage understanding of activities • Teachers narrating their actions as • “I’m going to write that down, so I
and building vocabulary by engaging in they model activities don’t forget”
self-talk and narrating children’s actions • Teachers narrating children’s • “I am putting water in the vase, so
actions the flowers live longer”
• Teachers thinking out loud to • “You drew six circles”
intentionally share their thought
processes with children
B9. Provide children with specific, • Teachers providing children with • “You are almost at the top, just two
appropriate feedback about their learning feedback that is specific enough to more steps”
and effort learn from • “I noticed that when you move the
• Teachers providing children with ramp up and down the cars roll
feedback that is meaningful to faster or slower”
them in the moment • “You almost have it, try pushing
harder”

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
B10. Engage children in sustained • Adults continuing conversations • Child “My dog ran away last night”
conversations, including “serve and where the child has at least 2 Teacher “Oh, wow, did you find
return” interactions with infants (toddler) or 3 (preschool) turns to him?”
talk Child “Yes, my dad found him”
• Adults continuing conversations Teacher “I’m so glad he found him.
with infants when they are What did you do when your dad
babbling or cooing brought him home?”
• Adults converse with children at Child “I gave him a hug and he
eye level licked my face.”
• Adults providing children with • Infant coos
undivided attention during Teacher “are you liking that?”
conversations Infant smiles, gurgles
Teacher “Oh, you are really liking
this toy!”

B11. Encourage development of receptive • Teachers facilitating activities • “Do you think the elephant in the
and expressive vocabulary by using, designed to introduce new story was big or enormous?”
defining, and embedding new vocabulary vocabulary • “Some of the vegetables in our
into activities • Teachers stopping stories to garden have gone rotten, that
explain vocabulary means they are bad and not safe
• Teachers defining vocabulary for for us to eat”
children
• Activities and conversations
designed to elicit higher level
vocabulary out of children
B12. Promote children’s awareness that • Teachers taking dictation of • “The tittle of this book is Henry’s
writing is a form of communication (e.g., student’s stories or comments Map, it has two words, this is the
modeling writing, taking dictation, pointing • Teachers talking about letters and word Henry, and this is the word
out words in the environment, pointing out words as they write map”
the difference between pictures and • Teachers pointing to individual • “Today we are going to make a list
words in books) words in the title of books of everyone’s favorite dessert. I
• Teachers describing why they are will write it down and then you can
writing write your name beside it so we
can remember who likes each
dessert”

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
 • “You all really like Brown Bear,
Brown Bear and know some of the
words. How about when I point to
the words you know, we say them
together”
B13. Display materials and provide • Books that reflect a variety of • “I see you are playing with the doll
activities that reflect diversity of ethnicity, types of diversity in a wheelchair, people in
language, family composition, and ability • Dolls and other materials that wheelchairs can’t use their legs to
reflect a variety of types of walk”
diversity • “This is our book of families, Look
• Displays with family photographs at all these smiles”
B14. Display children’s work in a manner • Low bulletin displays of children’s • No verbalizations
that engages children in their own work work
and the work of their peers • Children's 3-dimensional work on
shelves and in center
B15. Observe and document children’s • Teachers using their phones or • “You took three steps! I’m going to
learning, growth, and development tablets to take pictures write that down.”
throughout the day • Teachers observing children with • “The two of you are working hard
checklists or taking notes to build this tower together. I’m
going to take a picture of you
working on your tower.”
B16. Provide opportunities for both child- • Teacher-directed activities • “We are going to centers now,
directed and teacher-directed activities in • Child-directed activities where would you like to go?”
individual, small, and large groupings • Variety of peer groupings • “Do you want to stay and listen to
• Observe daily schedule and a story or work with Ms. Wilson in
lesson plans the garden?”
B17. Introduce intentionally planned and • Materials in learning centers are • No verbalizations
developmentally appropriate materials developmentally appropriate
into learning centers to support curriculum • Identifiable curricular or
topics developmental focus of activities
B18. Ask children open-ended questions • Teachers ask children questions • “Are there any other ways we
that encourage critical thinking, problem where there is not a right or wrong could do this?
solving, and creativity answer • “What do you think Dumbo will do
• Teachers ask children to make to solve his problem?”
predictions

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
 • Teachers ask questions to • “How many steps do you think it
stimulate curiosity and/or critical takes to get from the sink to the
thinking door?”
B19. Promote children’s use of • Audio books • “We have two new books in our
developmentally appropriate technology • Tablets audio library”
and digital resources as tools to support • Coding games • “We have three different alphabet
and enrich learning • Observe the daily schedule and games set up for you on the
lesson plans tablets today”

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
Positive Guidance Environment – Children in the Environment
Environment Item Observe for… Listen for learners saying…
A1. Are familiar and comfortable with • Children shift between activities • “We need to wash our hands
classroom routines without appearing distressed before lunch”
• Children follow classroom routines • “It is time for naps, I am getting my
without reminders after initial blanket”
directions • “These three dots mean that only
three people can be in this center
at a time”
A2. Follow classroom expectations and • Children follow rules with minimal • “It’s your turn”
get along with others reminders • “It’s time to line up to go outside,
• Children can resolve differences do you want to line up with me?”
with minimal adult support • “I’m playing with this doll. If you
get a different one, we can play
together.”
A3. Have input into decision-making • Children help create classroom • “I think we need a rule about
about classroom rules and activities rules sharing”
• Children make decisions such as • “I voted for The Very Hungry
which story to read or song to sing Caterpillar”
• Classroom voting
• Observe for posted “classroom-
made” rules
A4. Have opportunities to choose to be • A comfortable area in the • “I want to be by myself to read a
alone (e.g., cozy corner) classroom that provides children book”
with the ability to be alone if they • “I’m sad, I want to be alone”
choose to do so

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
Positive Guidance Environment – Adults in the Environment
Environment Item Observe for… Listen for adults saying…
B1. Use positive guidance strategies for • Adults finding positive ways to • “When you throw blocks across
monitoring and managing children’s engage children in similar but the room you could hurt a friend.
behavior (e.g., redirecting, supporting) safer behaviors How about we throw the blocks
• Adults offering choices when into a basket”
children are upset • “The iPad center is full right now,
• Adults supporting children in but you can be next. Would you
managing their emotions and any like to play at the sensory table or
resulting challenging behavior art center while you wait?”
B2. Provide a predictable, yet flexible • Classroom schedule • “I can tell you are ready for center
schedule that builds routines and • Teachers modify the schedule to time, let’s finish this story
supports the individual needs of children meet individual children’s needs tomorrow”
• Teachers extend or shorten • “You are all working hard on your
activities depending on student’s paintings. You can finish working
reactions to activities on them while I start reading a
story.”
B3. Maintain a relaxed atmosphere with • Activity levels match the activities • No verbalizations
appropriate noise and activity levels for the children are engaging in
both quiet and active play • Noise level matches the activities
B4. Organize the classroom with clear • Clear boundaries between activity • No verbalizations
boundaries and pathways to facilitate play areas
and work without interruptions • Sufficient space in activity areas
for the activity
• Children working and playing
without being disrupted by other
students
• Teachers rearranging furniture to
accommodate specific activities
B5. Display materials on low, open • Materials are easily accessed by • No verbalizations
shelves to encourage self-selection and children in the classroom
returning materials to their designated • Children self-selecting materials
areas • Special education classrooms
may have some covered items or

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
 out of reach items to encourage
verbal requesting
B6. Intentionally plan transitions to • Classroom schedule includes • “We are going to sing Wheels on
minimize disruptions and wait time, and to minimal transitions the Bus while Ms. Patty helps us
have as few transitions as possible • Transition wait time is minimal get our jackets on to go outside”
• Children are not obviously bored, • “Now that our story is over, it’s
wandering, or disruptive during time to go outside. Please line up
transitions using your walking feet”

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
Safe and Healthy Environment – Children in the Environment
Environment Item Observe for… Listen for learners saying…
A1. Are within visual supervision of an • Children remain within visual • No verbalizations
adult at all times (Kindergarten children supervision of teachers
permitted to be out of visual supervision • Teachers are positioned to see all
for short times as long as they are the children
monitored for prompt arrival/return)
A2. Use proper handwashing procedures • Children wash hands following • “I’m singing Happy Birthday, so I
routinely throughout the day to proactively outside play, after toileting, when know how long to wash my hands”
minimize the spread of germs they come into contact with bodily • “It’s lunch time, we need to wash
fluids, and before/after lunch out hands”
• Soap is used; children rub their
hands for 20 seconds before
rinsing
A3. Have opportunities to develop • Children being supported in • “I can do it”
personal care skills putting on their own jackets and • “I put my jacket on but need help
washing their hands with my zipper”
• Children being asked to clean up • “I spilled some water; I need to
after snack and lunch clean it up”

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
Safe and Healthy Environment – Adults in the Environment
Environment Item Observe for… Listen for adults saying…
B1. Provide children with opportunities to • Daily schedule which provides all • No verbalizations
engage in physical activity, rest, activities
nourishment, and sensory stimulation • Evidence of these activities being
implemented (e.g., stacked cots,
meals prepped, outdoor materials)
B2. Provide individual care routines that • Children who are not nappers are • “Don’t forget to wear your
are responsive, caring, and incorporate provided a quiet activity during sunglasses mom gave you”
family practices and preferences nap time • “Would you like to read a book or
• Teachers remind children of work on a puzzle while the class
parent requests (I.e., sun hat, naps?”
sunscreen, etc.)
• You can ask teachers if any
students have individual care
routines
B3. Routinely look for and mitigate • Teachers scan and room and • “That toy broke; I’m going to throw
possible hazards in the indoor and playground for hazards it away and give you another one”
outdoor environments (e.g., sharp • Teachers removing hazards or • “There’s water on the floor; let’s
corners, broken equipment, choking broken equipment immediately get some paper towels to clean it
hazards) • No obvious hazards in classroom up”
or playground
B4. Use sufficient handwashing • Teachers wash hands, using soap, • “Don’t forget to wash your hands”
procedures for self and children routinely throughout the day • “Remember, we sing the happy
throughout the day to proactively • Teachers wash infant and young birthday song two times when we
minimize the spread of germs toddlers’ hands after diapering, wash our hands”
upon entering the classroom, and
before/after eating if the children
can feed themselves
• Children wash hands for 20
seconds before/after snacks and
lunch, after returning from outside

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
B5. Sit with, listen to, and engage children • Teachers sitting with children • “Nolan, tell me about your new
in conversation with adults and other during snack and lunch puppy”
children during snacks and meals • Teachers encouraging and • “Johnny, did you tell everybody at
facilitating conversations, both the table about your cousins
with her and with the children visiting you this weekend?”
B6. Keep a hand on the child at all times • One hand on child always • No verbalizations
while diapering • Teacher facing the child
continuously while child is on the
changing table
B7. Dispose of diapers in a plastic-lines, • Diapers disposed immediately • No verbalizations
hands-free covered container immediately • Receptacle is hands free and
after diapering plastic lined
B8. Sanitize toys that are mouthed and • Changing table sanitized after • “I see you’re finished playing with
changing tables after each use (toys that each use that; let’s put it in the bucket to
are placed away from children to be • Mouthed toys are removed from clean later”
sanitized before further use is acceptable) area when child has finished with
toy
• Removed toys are either sanitized
immediately or put in a bucket
clearly labeled “Sanitize”
B9. Place infants on their back to sleep, • All infants placed in crib on their • No verbalizations
using safe sleep procedures back, even if they can roll over
• No potential strangulation hazards
above or on the sides of the crib
• No potential suffocation hazards in
the crib (such as soft toys,
bumpers, or blankets)
B10. Clearly label breast milk and • Refrigerator contains labeled • No verbalizations
formula, and discard after one hour if not breast milk and formula
refrigerated • Milk is discarded if left out more
than an hour

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.
Requirements for Safe Environments
Environment Item Observe for…
1. Outdoor play spaces are age-appropriate, with separation • Outdoor equipment is appropriate for age group that
of space for toddlers and preschool-aged children accesses it
• Separate areas for infants, toddlers and older children
2. The playground area is protected and secured by a fence • Fence surrounds entire playground area with no gaps or
places children can crawl through or under
• Gates remain securely shut
• Gates connected to parking lots or non-campus space can
lock
• Locks and gate-opening devices cannot be accessed by
children
3. Outdoor play spaces have appropriate fall cushioning, are • Equipment appears hazard free and well maintained
well maintained and appear hazard-free • Fall zones are cushioned and cushioning is well maintained
• If wood chips are used, they have even coverage
4. Indoor spaces are kept safe and appear hazard-free • Items that should not be accessed by children are locked
away
• Spills are cleaned up immediately
• Broken toys and materials are cleaned up immediately
• Teachers routinely scan for potential hazards
5. The school provides access to natural light in some • Natural lighting (windows, sky lights, etc.) is present
indoor areas
6. Storage space is available for the individual belongings of • Children have individual cubbies or hanging space for
each child and staff member backpacks
• Teachers have a secure space for their personal belongings
7. Furnishings are child-sized and accommodate routine • Furnishings are appropriate for size and age of students in
care, play, learning, relaxation and comfort the classroom
• Soft furnishings for relaxation are available
8. The facility is family-friendly, with posted materials • Entrance is family-friendly
embracing the diversity of families served • Parent information board is clearly posted
9. The facility has clear processes for check-in and check- • Ask about check-in/check-out procedures
out of children • Children are only sent home with authorized adults
10. Adults are provided comfortable seating to sit, hold and • Infant classrooms contain comfortable adult seating for
feed infants teachers to hold and feed infants

© 2023 Cognia, Inc. All rights reserved unless otherwise granted by written agreement.