Created in 2007 by the Pennsylvania Office of Child Development and Early Learning (OCDEL), The Pennsylvania Key implements the work and supports the policies developed and managed by OCDEL. Learn More. >
Created in 2007 by the Pennsylvania Office of Child Development and Early Learning (OCDEL), The Pennsylvania Key implements the work and supports the policies developed and managed by OCDEL. Learn More. >Creating aesthetically inspiring spaces for young children occurs in three stages:
ROSIE can be used in center based preschool classroom settings. It can also be used in family child care programs where only preschool and older children are enrolled (not appropriate for classrooms with younger children due to recommendations for materials with small parts that may present a choking hazard).
Providers can gain valuable information about their classroom environment from an aesthetic perspective. The feedback can be used to identify classroom design strengths and to grow environments that are inspiring for young children. The information gathered can be used to help create the program’s continuous quality improvement plan.
External ROSIE assessments are conducted by a trained ROSIE assessor from the Program Quality Assessment (PQA) team.
Internal ROSIE assessments are conducted by the program’s internal assessment (IA) team. The program’s IA team partners with the Quality Coach and ROSIE Assessor when planning for and conducting internal assessment and when analyzing the information collected during the internal assessment process.
The typical ROSIE assessment consists of a two-hour observation, preferably when children are not present. If an assessment is not completed within a single observation session, it is important to finish it within a week. Please see “How to Conduct an Internal Assessment Using the ROSIE” for detailed information on using ROSIE for internal assessment.
Providers can gain valuable information about their classroom environment from an aesthetic perspective. The feedback can be used to identify classroom design strengths and to grow environments that are inspiring for young children. The information gathered can be used to help create the program’s continuous quality improvement plan.
