Preschool Mental Health Scale

Family Cohort

Name
First Last
Date - must be mm/dd/yyyy format
MM slash DD slash YYYY
Email
A. Transitions
A. Transitions
1. Transitions between activities are smooth yet unregimented. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
2. Transitions are handled in a planned manner. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
3. Transitions are quick and flexible enough for the developmental level of the children. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
4. Prior to transitions, subsequent activities are set up and ready to go. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
5. During transitions, enough educators are present and helping. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
6. During transitions, edcuators provide children individual support and flexibility as needed. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
7. During transitions, educators actively interact with children in order to facilitate smooth transitions or continued learning. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
B. DIRECTIONS & RULES
B. DIRECTIONS & RULES
1. Educators encourages appropriate behavior. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
2. Educators expresses clear directions and behavioral expectations and provides appropriate follow-through on instructions. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
4. Rules, directions and expectations are developmentally appropriate. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
5. Educator uses positive classroom management techniques to manage children’s behaviors. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
6. Educators use redirection appropriately to manage challenging behaviors. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
C. EDUCATOR AWARENESS
C. EDUCATOR AWARENESS
1. Educator is aware of potential behavioral challenges before they escalate, and staff intervenes appropriately. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
2. Educator physically circulates around the room. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
3. Educator appears constantly aware of the entire class, even when working with smaller groups or individual students. Staff is able to attend to many activities and tasks simultaneously and shift focus of attention at ease. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
D. EDUCATOR AFFECT
D. EDUCATOR AFFECT
1. Educator smile and engage with children and families. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
2. Educator seems to be having fun, and appear to enjoy the children and/or teaching the children new skills. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
3. Educator is active and energetic, not lethargic. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
F. ADULT-CHILD INTERACTIONS
F. ADULT-CHILD INTERACTIONS
1. Educator initiates conversations with children. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
2. Educator addresses children at eye level and in a clear and understandable manner. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
3. Educator actively listens to children with attention. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
4. Educator interactions with children are positive, without fussing or arguing. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
5. Educator interactions with children are affectionate and warm. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
6. Educator does or says things to help children feel accepted and special. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
7. Educators shows positive facial affect towards children. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
8. Educator is respectful of children. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
9. Educator is fair to children. Educator does not repeatedly reprimand certain children for behaviors that others exhibit without comment. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
G. TEACHING FEELINGS & PROBLEM-SOLVING
G. TEACHING FEELINGS & PROBLEM-SOLVING
1. Educator capitalizes on opportunities to talk about feelings. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
2. Educator helps children label their own feelings. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
3. Educator helps children to express their feelings to others verbally, rather than by using physical means. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
4. Educator actively encourages/facilitates positive interactions between children. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
5. Educator uses a variety of positive methods (e.g., offering behavioral choices, encouraging good problem-solving skills, or modeling appropriate behaviors) to promote prosocial behaviors. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
6. Educator actively promotes children’s use of language to prevent/negotiate conflicts. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
7. When conflicts arise, educator helps children devise their own solutions to peers conflicts. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
8. When conflicts arise, educator discusses with the children a variety of alternative solutions for their disagreements. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
H. INDIVIDUALIZED & DEVELOPMENTALLY APPROPRIATE PEDAGOGY
H. INDIVIDUALIZED & DEVELOPMENTALLY APPROPRIATE PEDAGOGY
1. Educators promotes learning through developmentally appropriate practices. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
2. Educator seems to know each child’s developmental strengths and needs and individualizes expectations and interactions accordingly * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
3. Educator provides children with individualized support. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
4. Educators actively facilitates children’s social development. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
5. Educator actively supports children’s play. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
6. Activities are of an appropriate duration, pace, variability, and level of stimulation to maintain children’s attention. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
I. CHILD INTERACTIONS
I. CHILD INTERACTIONS
1. Children appear to be happy and well adjusted. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
2. Children are involved, well behaved, cooperative, and attentive. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
3. Children interact well with staff. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True
5. Children appear to be developing independence, creativity, and adaptive coping skills. * Required
- Never or Not True
- Sometimes or Somewhat
- Moderately Frequent or True
- Often or Very True
- Consistently or Completely True

Preschool Mental Health Scale

A. Transitions

B. DIRECTIONS & RULES

C. EDUCATOR AWARENESS

D. EDUCATOR AFFECT

F. ADULT-CHILD INTERACTIONS

G. TEACHING FEELINGS & PROBLEM-SOLVING

H. INDIVIDUALIZED & DEVELOPMENTALLY APPROPRIATE PEDAGOGY

I. CHILD INTERACTIONS

Project ACT’s Funders Include