The Assessment Profile for Early Childhood Programs is a guide to the process of in-depth, self-evaluation. It includes directions for:
The Assessment Profile for Early Childhood Programs is organized in a series of levels of increasing specificity.

The first level is broad and includes five program Components:
The next level is more specific and focuses on a number of Dimensions within each Component:

Component:	Administration
Dimensions:	Physical Facility Food Service Program Management Personnel Program Development
Component:	Infant
Dimensions:	Safety & Health Nutrition Learning Environment Interacting Individualizing
Component:	Toddler
Dimensions:	Safety & Health Learning Environment Scheduling Curriculum Interacting
Component:	Preschool
Dimensions:	Safety & Health Learning Environment Scheduling Curriculum Interacting Individualizing
Component:	School Age
Dimensions:	Safety & Health Learning Environment Scheduling Curriculum Interacting

Each Dimension contains a set of Standards. Standards are general statements that represent values and expectations. Each Standard is supported with specific Criteria. Criteria are concrete, observable procedures, behaviors, and records that exemplify values and expectations.

The Assessment Profile for Early Childhood Programs contains space to record observations for four classrooms for each age group. The Administrative Component contains space to record observations of two independent reviewers. Observations are recorded for Criteria as either "Yes" - observed or "No" - not observed.

To obtain the most accurate information, three methods of data collection are used: observation (O) of classrooms, review of documentation (D), and report (R) based on conferences. Observation involves observing for physical characteristics and interactions. Documentation involves reviewing a variety of records. Report involves conferences with program staff and teachers.

The information gathered is scored by Dimensions for each Component. Scores are summarized on individual Dimension Score sheets and graphed on an Assessment Profile. Dimension Score sheets and the Assessment Profile are designed to illustrate the level of performance of the early childhood program and to facilitate the easy identification of program areas with high quality performance and program areas in need of further development.

The content of the Assessment Profile foe Early Childhood Programs is comprehensive, and the methods for data collection are systematic. Self-assessment findings are graphically summarized to facilitate interpretation and to provide concrete evidence to assist in further program development.

Component	-	Preschool
Dimension	-	Interacting
Standard	-	A. Teacher initiates positive interactions with children.
Criteria	-	Teacher expresses spontaneous positive affection through physical gestures (such as smiles, hugs, pats, rubs a back, rocks, holds). Teacher is verbally spontaneous and positive with the children (such as gives affirmations, encouragement, acknowledgement). Teacher has a spontaneous sense of humor and enganges children in laughter and smiling through verbal exchanges and/or playful games and activities. Teacher shares personal feelings and/or experiences as related to the activities and experiences of the day. Teacher spends quiet, one-to-one time with children (such as holding, rocking, observing nature, looking at a picture book, assisting with a puzzle, rubbing child's back at nap time, conversation).