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Toy and Equipment Inventory Assessment Tool

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WCCIP has developed a checklist of toys and equipment based on the environmental rating tools developed by Clifford, Harmes, and Cryer (University of North Carolina-Chapel Hill).  This checklist allows a center to identify toy and equipment needs in order to increase quality and improve scores on the environmental rating scales.

I. Language and Reasoning:

_____ Books
    At least 8 books suitable for infant and toddlers 
        Yes___ No___
    Are the books fabric, vinyl or board books?
    Do the books have clear colorful pictures that take    up much of the page?
    Do at least 2 of these books have "Real Pictures", with a variety of
diversity in non-traditional gender roles? (age, gender, ability, cultural and ethnic)

    At least 20 books for preschool/ school age children?    Yes____ No____
    Are children's books with paper pages available?
    Are the books in good repair?
    Are they missing any pages?
    Do at least 4 of these books have "Real Pictures"?
    Do they depict a variety of diversity in non-traditional gender roles? (age, gender, ability, cultural and ethnic)
    Do the books represent a wide selection of topics? (fantasy, factual information, stories about people, animals and science)

______ Language Development Materials
    Are there a variety of props to be used by the teacher and/or the child to aid in language development?
        Flannel boards Yes___ No___
        Puppets Yes___ No____
        Records, tapes, cds Yes___ No____
        Toy telephones Yes___ No____
        Vibrant, colorful, interesting pictures
displayed on child's level? Yes___ No____
        Dolls, doll props and/or other stuffed toys 
        Yes___ No____
        Mirrors Yes___ No____
        Block props (people, cars/trucks, animals)    
        Yes___ No____

Examples of diversity in props: small figures for block play depicting people of all ages from many cultures, cd's with African, Irish, Latin, jazz or classical music, fabrics from many different countries used for various purposes (curtains, pillows, doll blankets, table cloths), food from other countries in the housekeeping area, dress- up clothes for boys, photographs of the children's families, pictures portraying various handicapping conditions, crayons, markers and paint of various skin tones.

______ Conceptual Development
    Are there toys to help children learn concepts such as colors, numbers, letters, shapes and sizes?
        Puzzles Yes___ No____
        Sorting items Yes___ No____
        Games Yes___ No____
        Measuring/ Cooking Yes___ No____

    Are there games materials and activities to encourage children to explore and discover science concepts?
        Collections Yes___ No___
        Living things Yes___ No___
        Science/nature games Yes___ No___
        Science/nature activities Yes___ No___
        Science/nature books Yes___ No___

II. Learning Activities:

_____ Eye- Hand Coordination
For each age group there should be a minimum of 5 per age group.                                                                                          Infants and Toddlers            Yes___ No___

For example: riding toys, climbers, balls, interlocking blocks grasping toys, puzzles and nesting cups.

Preschoolers                          Yes___   No___

For example: crayons, pencils, scissors, blocks, puzzles, Legos/duplos and other small building toys, pegboards, stringing beads.

_____Art
    ___There should be a variety of materials available to children to use in a free and creative way from at least 4 categories, drawing, painting, three- dimensional materials and college.

For example: Crayons, markers, paint, paper of a variety of colors and textures, sizes and shapes, playdough, clay, cutting and pasting supplies, wood and other scraps, for collage making.
Coloring books and dittos are not to be counted for this area. (These items can be considered under Fine Motor)

____Music and Movement
    Some musical experience is available for free choice and group times. Can include Radio that is suitable for children to be used, dancing, dance props, singing songs, musical instruments, tape player with tapes, etc.  A wide variety of music should be used, classical, pop, cultural and songs sung in different languages.

____Sand and Water
    Is sand and water play provided on a regular basis all year round?  Yes___ No___

A variety of toys are accessible for sensory play? Yes___ No___

For example: containers, scoops, spoons, molds, toy people, animals, cars and trucks.

            
____Dramatic Play
Are there basic home living items? Yes___ No____
For example: dress ups, pots, pans, food, table/chairs, dishes, and kitchen furniture.

Are there some accessories? Yes___ No____
For example: Shoes, purses, doll clothes, stroller, doll bed, etc.

Are there materials for both boys and girls? 
Yes___ No___

____Blocks 
Are there at least two types of blocks accessible? Yes___ No___

Are there props for the blocks?
For example: cars, trucks, people, and animals? Yes___ No___

____Use of Television
        Television is not used to simply distract children and without adult supervision Yes___ No____
    Programs are appropriate for children 
Yes___ No____
    Provider limits TV use to 1 hour or less per day Yes___ No____
    Alternative activities are always available 
Yes___ No____

____Cultural Awareness
    Dolls from at least 2 racial backgrounds are present Yes___ No___
    Dolls of both sexes are available Yes___ No___
    Display and props depicting people of different races, cultures, ages, abilities and gender in non-stereotyping roles are accessible throughout the environment Yes___ No___     

III. Soft Elements:
_____ Are there soft elements accessible to children in more than one place?
(ex. sofa, upholstered chair, rugs, mats, pillows,
covered mattress, clean soft toys, cozy spaces) Yes___ No___