BREVIS dimension and indicators | Examples of indicators rated as “very good” |
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Premises | |
Lighting | The main room has at least one window/the lighting is sufficient to compensate for lacking daylight |
Indoor climate | There is sufficient heating; no signs of critical humidity, and lacking ventilation (e.g., mold/fogged windows) in the main room |
Cleanliness | There is no waste on the floor, no intrusive smell, surfaces and materials appear clean |
Cond. of indoor areaa | There are no/or few signs of wear and tear (e.g., wallpapers, windows, lighting) |
Cond. of outdoor area | There is an outdoor area with sufficient space for gross motor activities (e.g., soccer, bobby car driving); staff is capable of ensuring the safety of several children at once by supervision |
Space for children | The room size is at least 2.5 m2 per child with freedom of movement and few obstructing furniture |
Cond. of sanitary facilities | There is a child-suited sanitary facility (child-friendly toilet seat/changing table for infants and toddlers, if necessary) with an equipped washbasin (freshwater, soap, towel) |
Relaxation area | There is space for children to calm down and withdraw from demanding activities (need not be sufficient space for all children at once) |
Equipment | |
Interior equipment | There is sufficient furniture for play, learning, and care relative to the group size; there is sufficient storage space for materials |
Child-friendly furniture | The size/height of chairs/tables is child-friendly; there is sufficient child-friendly furniture |
Cond. of furniturea | Tables, chairs, and cabinets are functional |
Safety of furniture | There are no potential hazards (e.g., sharp edges, open electrical outlets), no accessible exterior doors or unattended kitchen areas |
Structuring of a session | |
Beginning session | The staff greets each arriving child individually, supports in cases when separation difficulties occur, and facilitates finding an initial activity |
Structure of daily routine | There is a recognizable session structure; an adaptive balance between the staff’s responsivity to children’s needs and interests and following a fixed session structure |
Ending session | Staff says goodbye to each child at the end of the session; the group ends the session together |
Routine/rituals/rules | The staff employs recurring elements (including do’s/dont’s) in the session structure (both within and between sessions); children appear to recognize these elements, and the staff reinforces these elements |
Team coherence | |
Atmosphere within team | Staff express mutual appreciation and support to each other; they act following the same rules, especially towards the children |
Cooperation of staff | Staff effectively divides tasks with apparently clear responsibilities; their actions are consistent and appear coordinated |
Educational materials | |
Toys | There is sufficient and age-appropriate material for joyful activities relative to the group size (e.g., play cars, dolls, board or card games) |
Language support | There are age-appropriate books/picture books and engaging language games of a sufficient amount relative to the group size |
Artistic activities | There are age-appropriate coloring books, copies (e.g., mandalas), materials to color (e.g., watercolors, crayons)/there is plasticine, both of sufficient amounts relative to the group size |
Fine motor skills | There are age-appropriate puzzles, beads, and handwork materials of a sufficient amount relative to the group size |
Quantitative reasoning | There are age-appropriate materials such as beads, rulers, slide rules, shapes, and geometric objects of sufficient amount relative to the group size |
Language facilitation | Staff uses pictograms, images, and sets of symbols to bridge language barriers |