Preschool Aqi Checklist

Preschool
Early Learning and Care Assessment

for Quality Improvement
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Assessment|Preschool
1. Daily and Visual ❏ Daily Schedule is not posted Daily Schedule is posted that ❏ Alternate arrangements are
Schedules indicates time is planned for: indicated on the Daily Schedule
❏ Visual Schedule is not
accessible to the children ❍ Outdoor play ❏ Daily Schedule is seasonally
❏ Indoor play adjusted
❏ Time is not planned for different ❏ Child and staff initiated learning
learning experiences/learning experiences ❏ Visual Schedule is seasonally
periods. ❏ Time to meet children’s physical adjusted
needs
❏ Photographs in Visual Schedule
❏ Visual Schedule is accessible to include children in the program
the children
❏ Daily Visual Schedule is referred
❏ Daily Schedule balances between to.
structure and flexibility.
2. Program Plan ❏ A current Program Plan is not The following learning areas are ❏ Evidence of formal programming
posted planned and/or documented: time given to staff
❏ Program Plan does not cover ❏ One sensory daily ❏ Supervisor reviews Program
the entire time children are in ❏ One art daily Plans and signs them weekly
attendance ❏ One cognitive daily
❏ One language and literacy daily ❏ Information is accessible to
❏ Each room does not have their ❏ Two science and nature weekly parents on curriculum model.
own Program Plan. ❏ One block and construction
weekly
❏ One music and movement weekly
❏ One dramatic weekly
❏ Current Program Plan includes

descriptions of the learning
opportunities
❏ Evidence that individual goals of

children are incorporated into the
Program Plan
❏ External agencies/professionals
attend meetings to plan
appropriately for children with
individual support needs
❍ Children who do not nap or who

wake early are provided with play
materials which are documented.
3. Learning Experiences ❏ Learning experiences offered do ❏ There is current documentation ❏ Photo documentation of learning
not reflect the current Program which demonstrates that experiences available
Plan observations of children are used
in the development of learning ❏ Activity resources accessible for
❏ Learning experiences offered experiences families
are not developmentally-
appropriate ❏ Learning experiences are ❏ Portfolios regarding each child's
adapted to meet any child’s development are accessible to
❏ Learning experiences do not individual needs families
promote choice for children.
❏ Learning experiences are based ❏ Enrichment program, in addition
on children's interests. to regular program, is included
monthly.
4. Indoor Physical ❏ Play equipment, toys and ❏ The play environment is arranged ❏ Organized storage space
Environment materials are disorganized into learning areas that are open available
and accessible throughout the
❏ Toys are not accessible on open day ❏ Time is scheduled daily for staff
shelves to children to prepare materials in advance
❏ The play environment is designed of learning experiences
❏ Furnishings are in poor to promote participation and peer
condition interactions ❏ Environment adjusted to meet
the needs of children
❏ Room set-up does not allow for ❏ The play environment is designed
supervision of children. to promote independent use by ❏ Child height windows in
children doors/walls to see out
❏ Floor space with suitable floor ❏ Two or more educational play

coverings is available materials reflecting people with
disabilities are accessible in at
❏ Safe storage space available for least three areas
equipment/toys and materials
❏ Two or more educational play
❏ Safe mirror at child's eye level in materials reflecting diverse
the playroom people/cultures are accessible in
at least three areas.
materials reflecting people with
disabilities are accessible in two
areas

materials reflecting diverse
people/cultures are accessible in
two areas.
5. Displays ❏ No displays posted ❏ At least three displays include ❏ Additional displays are placed
children’s own artwork as well as throughout the environment
❏ More than half of the children’s adult-made and/or commercial
art work is product-oriented, not materials ❏ Displays include family
process-oriented involvement in activities and/or
Displays are: events
❏ Displays are arranged in a
segregated manner. ❏ Reflective of children’s recent ❏ Displays promote inclusion in
activities daily living
❏ Developmentally-appropriate
❏ Culturally-appropriate and free of ❏ Displays include children in the
bias room participating in activities
and experiences
❏ Two or more displays include
people with disabilities ❏ Two or more displays are in
more than one language
cultures/races ❏ Children's three-dimensional
creations are on display.
family structures
❏ As much as possible, displays

are at child’s eye level
❏ Photographs of current children

and/or families are displayed.
6. Sensory, Science and ❏ No materials for science and ❏ Three or more developmentally- ❍ Three or more science and/or
Nature nature learning experiences appropriate science and nature nature learning experiences
equipment and/or materials are planned and/or documented
❏ No materials for sensory accessible weekly
learning experiences
❏ Three or more developmentally- ❍ One science and nature learning
❏ No equipment for sensory appropriate sensory equipment experience planned and/or
learning experiences. and materials are accessible documented daily
❏ Sensory opportunities accessible ❏ Opportunities to experience

throughout the day. natural objects and/or events
❍ Two or more planned and/or

documented sensory learning
experiences daily
❏ Permanent sensory equipment

accessible to children in the play
environment
❏ Evidence of extended science

and nature projects.
7. Art ❏ No equipment for art learning A sufficient number of the following ❍ Two or more art learning
experiences art materials are accessible: experiences planned and/or
documented daily
❏ No materials for art learning ❏ Painting and drawing
experiences ❏ Modelling materials ❏ Evidence of extended art
❏ Collage materials projects
❏ Art equipment is in poor ❏ Printmaking
condition ❏ Three-dimensional materials ❏ Art projects are incorporated into
❏ Three or more art materials other areas
❏ Art materials are in poor include diverse skin tones
condition ❏ Three or more art mediums are
❏ Equipment for art learning used in planned and/or
❏ Children have access to toxic art experiences is accessible to documented learning
materials. children. experiences.
8. Books ❏ Books are in poor condition ❏ Books reflect three or more topics ❏ Books for rotation are available
❏ Books are not accessible for ❏ Three or more books contain real ❏ Books are incorporated into one
independent use images of people and/or objects other learning area
❏ Less than two developmentally- ❏ Two or more books which include ❏ Books are incorporated into
appropriate books for each child diverse people/cultures are three or more other learning
enrolled accessible areas
❏ Area does not include soft ❏ Two or more books which include ❏ Two or more books relate to
seating and/or cushions for people with disabilities are current Program Plan
sitting. accessible
❏ Homemade books are
❏ One book accessory is accessible
accessible in the book area.
❏ Three or more books which
include people with disabilities
are accessible
❏ Three or more books which

include diverse people/cultures
are accessible
❏ Two or more book accessories

are accessible in the book area
❏ Two or more print materials are

accessible.
9. Language and ❏ Staff do not read to children ❏ Three or more writing materials ❏ Language and literacy
Literacy daily are accessible opportunities are integrated into
one other area
❏ Writing materials are not ❏ Two or more language and
accessible literacy toys or puzzles are ❏ Toy bins and shelves are
accessible labelled with words and pictures
❏ Language and literacy
toys/puzzles are not accessible. ❏ Toy bins and/or shelves are ❍ Two or more language and
labelled with words and/or literacy learning experiences are
pictures. planned and/or documented
daily
❏ Children have exposure to

different languages
❏ Staff use more than one form of

communication
❏ Staff provide opportunities for

families to access literacy
materials
❏ Community language and

literacy experiences available to
the children monthly.
10. Music and ❏ Loud background music ❏ Three or more different types of ❍ Two or more music and
Accessories interferes with learning music are available to be played movement learning experiences
experiences to children are planned and/or documented
weekly
❏ Music is not appropriate for the ❏ Three or more different types of
age group musical instruments are ❏ Staff sing/play songs from
accessible to children different cultures
❏ Radio is played when children
are present ❏ Musical instruments are in good ❏ Props are used to enhance
condition. music experiences
❏ Staff do not sing to children
daily. ❍ Audio playlists are available.
11. Physical Play ❏ No planned and/or documented ❏ Children are given a choice of ❏ Children are given the
Learning physical play learning two or more planned and/or opportunity to lead outdoor
Experiences experiences documented physical play learning experiences
learning experiences daily
❏ Physical play learning ❏ Designated safe space for
experiences are not offered ❏ Developmentally-appropriate indoor physical play learning
during inclement weather physical play learning experiences available
experiences are planned to
❏ Indoor gross motor equipment is ensure all children are able to ❍ Children are given a choice of
not available. participate two or more planned and/or
documented physical play
❏ Staff are engaged in planned learning experiences for both the
and/or documented physical play morning and afternoon.
learning experiences with the
children.
12. Blocks and ❏ Block and construction materials ❏ Three or more developmentally- ❏ Block and construction materials
Construction are not accessible appropriate block and are available for rotation
construction materials are
❏ Block and construction accessible ❏ Block and construction materials
accessories are not accessible include three or more textures
❏ Three or more developmentally-
❏ Block and construction appropriate block and ❍ Two or more block and
materials are in poor condition construction accessories are construction learning
accessible experiences are planned and/or
❏ Block and construction documented weekly
accessories are in poor ❏ Children are able to combine
condition materials from other areas. ❏ On-going project work is saved.
❏ Block and construction

materials are incomplete
❏ Block and construction

accessories are incomplete.
13. Cognitive and ❏ Cognitive and manipulative ❏ Three or more different types of ❏ Additional cognitive and
Manipulative materials are not accessible cognitive and manipulative manipulative materials are
materials are accessible available for rotation
❏ Cognitive and manipulative
materials are in poor condition ❏ Two complete toys for each child ❏ One planned and/or documented
enrolled are accessible cognitive and manipulative
❏ Cognitive and manipulative learning experience offered
materials are incomplete. ❏ Cognitive and manipulative weekly to enhance knowledge of
materials are developmentally- math concepts
appropriate.
❏ One planned and/or documented
cause and effect learning
experience offered weekly.
14. Dramatic Play ❏ Insufficient accessories and ❏ Accessories and equipment ❏ Three or more dramatic prop
equipment for the number of encourage three or more role- boxes are available for rotation
children enrolled playing possibilities that reflect
the Program Plan focus ❏ Dramatic play area includes real
❏ Accessories and equipment are items that are developmentally-
in poor condition ❏ Accessories and equipment appropriate
reflect cultural diversity
❏ Accessories and equipment are ❏ Three or more accessories are
not developmentally- ❏ Mirror is accessible in the culturally diverse
appropriate dramatic area.
❏ Child's full body-length mirror is
accessible in the room
❏ Literacy is incorporated into the

dramatic play area
❏ Accessories are added and built

upon daily
❏ Children create props and

accessories for the dramatic
play area.
15. Electronic Media ❍ TV/Movie watching is not ❍ Information, including the name ❍ Alternate activities are equally
Usage documented on the Program and length of the TV/Movie is interesting to children
Plan documented on the Program
Plan ❏ Electronic media are used by
❍ No planned and/or documented staff and children to extend
alternate learning experiences ❍ Parent/guardians are notified in topics of interest
when TV/Movies are shown advance of all TV/Movie watching
❏ Information is accessible to
❍ TV/Movie usage exceeds 45 ❍ TV/Movie content is rated parent/guardians on effective
minutes per week "Family" or “G" use of media for learning
❍ No guidelines in place for ❍ Posted guidelines are followed for ❍ Three or more educational
computer/electronic game computer/electronic game usage games and computer/electronic
usage programs are available.
❍ Games are rated “E” for
❍ Time is not limited or allocated Everyone
equitably
❍ Evidence that parent/guardians
❍ No guidelines in place for Internet are notified of Internet usage.
usage.
N/A
16. Toileting and ❏ Current Regional Public Health ❏ Posted procedures for ❏ Child-size sink is accessible in
Diapering Routines toileting routine not posted toileting/potty and diapering are the washroom
followed by staff
❍ Current Regional Public Health ❍ Centre provides additional
diapering routine not posted ❍ Change table/mat in good diapering supplies when
condition required
❍ Current Regional Public Health
potty routine not posted ❏ Toileting and diapering is ❏ Picture symbol schedule
unhurried depicting toileting routine is
❍ No change table/mat available visually accessible at child’s eye
❏ Toileting and diapering is viewed level while using the toilet
❏ Sufficient supplies are not as an opportunity to interact with
available to ensure children ❏ Toilets are accessible within the
toileting/potty and diapering room.
procedures are followed ❏ Toileting and diapering is viewed
as an opportunity to encourage
❍ Separate covered garbage is self-help skills
not being used for sanitary
disposal of soiled diapers ❏ Washroom area includes a mirror
at child’s eye level.
❏ Washroom is not adapted for
use by all children.
17. Meal and/or ❏ Food is used as a reward or ❏ Children are encouraged to eat ❏ Staff use meal and/or snack
Snack Times punishment food, but never forced times as opportunities for
enhanced language learning
❏ No conversations and/or ❏ Meal and/or snack times are
interactions occur during meal viewed as a time for socialization ❏ Children self-serve all foods
and/or snack times and conversation
❏ Children assist with lunch/snack
❏ Individual children’s needs are ❏ Staff sit with children while routines.
not met during meal and/or snack serving food at the table
times.
❏ Children sit in small groups.
18. Equipment Required ❏ Insufficient eating utensils and ❏ Developmentally-appropriate ❏ Extra utensils and dishes are
for Eating and dishes eating utensils and dishes are available for easy access
Seating available to support individual
❏ Insufficient seating for children feeding needs and adapted as ❏ All seating is washable, including
required cushioned seating
❏ No adult seating.
❏ Food is served on dishes or ❏ Running water is located in the
napkins room.
❏ Seating available to meet the

developmental needs of the
children enrolled.
19. Cots and Bedding ❏ Cots are not designated ❏ The sleeping area has a cot ❏ Sleep routines meet the needs
designated for each child of the children
❏ Cots are used for storage
❏ Areas around cots are hazard- ❏ Resting environment includes
❏ Extra bedding is not available free soft music and dimmed lighting
❏ Cots are in poor condition. ❏ Sheets are changed once a week ❏ Children are allowed to bring a
or sooner, if needed soft toy and/or bedding from
home.
❏ Cots are disinfected weekly
❏ Cot set-up does not interfere with

the program.
N/A
20. Health and Safety ❏ One or more areas in the room ❏ First aid kit is available in the ❏ On-site and/or on-call
is/are not in a state of good room maintenance staff deal with
repair physical plant issues promptly
All areas accessible to children are:
❏ One or more areas in the room ❏ Safety-related resources are
is/are not hygienic ❏ Kept in a state of good repair accessible to families
❏ Safe
❏ One or more areas in the room ❏ Maintained in a hygienic condition ❏ Health-related resources are
is/are not safe. ❏ Organized. accessible to families
❏ Safety/health resources are

accessible to families in their
preferred language.
21. Toys and Play ❏ No schedule for toy washing ❏ Schedule for toy washing meets ❏ Toys and play equipment
Equipment Washing Regional Public Health guidelines schedule identifies categories of
❏ Schedule for toy washing does toys and play equipment
not meet Regional Public Health ❏ Toys and play equipment
guidelines washing schedule is signed ❍ Transitional toys used prior to
and/or initialled and dated by meal and/or snack times are
❏ Toys and play equipment are staff washed after each use
not washed as they become
soiled. ❏ Toys and play equipment are ❏ Playground and indoor gross
consistently washed as they motor toys are washed a
become soiled. minimum of two times a year.
22. Staff and Children’s ❏ Current Regional Public Health ❍ Current Regional Public Health ❏ A sink is accessible in the room
Hand Hygiene hand washing procedures are hand sanitizing procedures are
not posted posted ❏ Child-size sink is accessible in
the room.
❏ Current Regional Public Health ❏ Evidence Supervisor reviews
hand-washing procedures are hand washing expectations with ❏ Real photographs are used for
not followed staff. visual hand washing procedure
❏ Sufficient supplies are not

accessible to ensure hand
washing is conducted in a
hygienic manner.
23. Transitions ❏ Extended waiting during ❏ Children are consistently ❏ Staff facilitate transitions to meet
transitions transitioned in small groups individual children’s needs
❏ Children are not transitioned in ❏ Positive interactions occur ❏ Learning experiences are
small groups between staff and children during planned and/or documented for
transitions transitions
❏ Staff do not prepare children
prior to transitions. ❏ Transitions are conducted in a ❏ Transition play materials are
smooth and seamless manner. available.
24. Attendance ❏ No system of attendance ❏ Children’s arrival and departure ❏ Staff are the recorders of the
Verification verification in place times are always recorded on the children's arrival and departure
Main Attendance Record times
❏ Attendance records do not
accurately reflect the number of ❍ Small groups of children who ❏ Written verification of attendance
children present have left the room are reflected after each staff change
on the Main Attendance Record
❏ Arrival and departure times are ❏ Written verification of attendance
not completed in pen. ❍ Portable attendance travels with after each group transition
each group
❏ Visual attendance used.
❏ Attendance is verbally verified
after staff transitions
❏ Attendance is verbally verified

after children’s transitions.
25. Positive ❏ Staff use sarcasm, mocking ❏ Staff are welcoming ❏ Staff demonstrate flexibility
Atmosphere or harsh words
❏ Staff maintain a positive tone of ❏ Staff use teachable moments to
❏ Staff shout at children voice further develop positive social
behaviours
❏ Staff are repeatedly impatient ❏ Staff are patient
❏ Staff display empathy.
❏ Staff repeatedly interrupt while ❏ Staff model appropriate positive
others are talking social behaviour
❏ Staff are repeatedly ❏ Staff direct positive attention to all

disrespectful. children.
26. Supervision of ❏ Staff unaware of the number ❏ Staff scan the room at all times ❏ Staff communicate with each
Children of children in the room other about the location of
❏ Staff work as a team to position children
❏ Staff unaware of the location themselves so all children are
of the children supervised ❏ Staff are seamlessly weaving
from one learning experience to
❏ Staff repeatedly do not scan the ❏ Staff consistently balance another, balancing support with
room supervision with interactions monitoring and supervision
❏ Staff repeatedly position ❏ Staff anticipate situations to ❏ Supervision is conducted in a

themselves with their back to support children's interactions non-disruptive manner.
the children and learning experiences.
❏ Staff are repeatedly unable to

balance supervision with
interactions.
27. Foster Children's ❏ Staff do not follow the ❏ Staff consistently follow the ❏ Children are provided with
Independence children's cues children's cues choices within their interests
❏ Staff repeatedly do not allow ❏ Children are provided with ❏ Staff provide spontaneous
children to make their own choices resources to allow the child to
decisions follow their own learning path
❏ Staff provide time for children to
❏ Staff repeatedly do not complete tasks. ❏ Staff create opportunities for
encourage developmentally- enhancing self-help skills
appropriate self-help skills. through play.
28. Supporting the ❏ Staff do not demonstrate ❏ Staff address children by their ❏ Staff assist children to process
Development of inclusive practice real name their own emotions
Self-Esteem
❏ Staff repeatedly only use terms ❏ Staff consistently demonstrate ❏ Staff encourage children to
of endearment inclusive practices identify the emotions of others
❏ Staff repeatedly give too many ❏ Staff break down directions into ❏ Staff use key words with children
directions for a child to follow individual steps in their preferred language.
successfully
❏ Staff focus encouragement on
❏ Staff repeatedly do not show how the tasks are completed
encouragement
❏ Staff role-model how to
❏ Staff repeatedly do not accomplish tasks.
acknowledge children's emotions
appropriately.
29. Behaviour Guidance ❏ Staff are physically abrupt ❏ Staff consistently explain ❏ Staff adapt expectations based
with children consequences in a calm manner on the individual needs of the
children
❏ Staff expectations repeatedly do ❏ Positive behaviour is reinforced
not match the developmental ❏ Staff respond to all children
level of children ❏ Staff use developmentally- involved in the incident, to
appropriate re-direction resolve the issue in a calm
❏ Staff repeatedly explain strategies manner
consequences in an abrupt
manner ❏ Staff consistently follow through ❏ Staff monitor group dynamics to
with strategies anticipate situations
❏ Staff repeatedly do not use
appropriate behaviour guidance ❏ Staff model turn taking/sharing. ❏ Children demonstrate
strategies awareness of classroom
expectations
❏ Staff repeatedly do not follow
through with strategies. ❏ Staff encourage children to
problem solve to resolve peer
conflict.
30. Supporting ❏ Staff do not initiate ❏ Verbal/non-verbal interactions are ❏ Staff extend verbal/non-verbal
Development of verbal/non-verbal interactions a balance of teacher and child interactions with materials
Communication directed
Skills ❏ Staff repeatedly do not build on ❏ Staff extend children’s
or expand on verbal/non-verbal ❏ Staff model active listening skills vocabulary
interactions
❏ Staff are observed participating in ❏ Staff encourage verbal/non-
❏ Staff repeatedly do not role- play with children. verbal interactions between
model developmentally- children.
appropriate descriptions and
directions
❏ Staff repeatedly do not ask

open-ended questions.
31. Extending Children's ❏ Staff repeatedly solve the ❏ Staff encourage children to find ❏ Staff balance the abilities of the
Learning children’s problems immediately solutions child with the complexity of the
learning outcomes
❏ Staff repeatedly miss ❏ Staff support children to follow
opportunities to build children’s through with strategies ❏ Staff recall past experiences to
knowledge extend current learning
❏ Staff support the children’s opportunities
❏ Staff repeatedly do not allow learning.
children to try for themselves. ❏ Staff are responsive to learning
opportunities.

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Preschool Aqi Checklist

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Preschool

Early Learning and Care Assessment

❏ Current Program Plan includes

❏ Evidence that individual goals of

❍ Children who do not nap or who

❏ Floor space with suitable floor ❏ Two or more educational play

❏ Two or more educational play

❏ As much as possible, displays

❏ Photographs of current children

❏ Sensory opportunities accessible ❏ Opportunities to experience

❍ Two or more planned and/or

❏ Permanent sensory equipment

❏ Evidence of extended science

❏ Three or more books which

❏ Two or more book accessories

❏ Two or more print materials are

❏ Children have exposure to

❏ Staff use more than one form of

❏ Staff provide opportunities for

❏ Community language and

❏ Block and construction

❏ Block and construction

❏ Literacy is incorporated into the

❏ Accessories are added and built

❏ Children create props and

❏ Seating available to meet the

❏ Cot set-up does not interfere with

❏ Safety/health resources are

❏ Sufficient supplies are not

❏ Attendance is verbally verified

❏ Staff are repeatedly ❏ Staff direct positive attention to all

❏ Staff repeatedly position ❏ Staff anticipate situations to ❏ Supervision is conducted in a

❏ Staff are repeatedly unable to

❏ Staff repeatedly do not ask

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