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FCP4: Program shows how children, schoolagers, families and staff have opportunities to provide verbal or written feedback about the program.
Gathering feedback in various ways allows programs to hear different ideas and perspectives so everyone feels represented. Responding to feedback from children, schoolagers, families, and staff shows that everyone's input is valuable and important to improving the quality of the program. Constructive feedback can inspire changes to ensure the program better meets the needs of the community.
As you think about collecting feedback, consider the following:
- Note your children’s interests, behaviors, and actions to create lessons, scaffold learning, and adjust the environment.
- Forms or surveys can be helpful in gathering feedback from your schoolagers and families, and inform improvements or adjustments to policies, procedures, programming, and schedules.
- Include time in your daily schedule for children and schoolagers to share their feedback.
- Dedicate time in family advisory committee and staff meetings for participants to share their thoughts about program policies and practices.
Once you implement some of these methods, you're ready to collect evidence for the Self-Reflection. Keep-in-mind that evidence must reflect families, staff, and all ages of enrolled children and schoolagers. Infants, toddlers, nonverbal children, and schoolagers often provide feedback through their behaviors and actions. Staff should observe these to inform changes to the classroom environment, materials, and/or routines.
For more information about this indicator, review the Quality Indicators Guidance Document and Quality Indicators FAQ.
If you have questions, please reach out to validation@ecic4kids.org.
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