Introduction to ECERS-R There are 4 Environmental Rating Scales:

Introduction to Introduction to ECERS-RECERS-R

There are 4 There are 4 Environmental Rating Environmental Rating

Scales:Scales:

ECERS-Revised: The Early ECERS-Revised: The Early Childhood Environment Childhood Environment Rating Scale-RevisedRating Scale-Revised

• a thorough revision of the ECERSa thorough revision of the ECERS

• designed to assess group programs designed to assess group programs for preschool to kindergarten aged for preschool to kindergarten aged children from 2 through 5 years of children from 2 through 5 years of age.age.

• Total scale consists of 43 itemsTotal scale consists of 43 items

ITERS: The Infant/Toddler ITERS: The Infant/Toddler Environment Rating Scale Environment Rating Scale

• Designed to assess group programs Designed to assess group programs for children from birth to 2 1/2 years for children from birth to 2 1/2 years of age. of age.

• Total scale consists of 35 items. Total scale consists of 35 items. Soon to be revised.Soon to be revised.

FDCRS: The Family Day FDCRS: The Family Day Care Rating Scale Care Rating Scale

• Designed to assess family child care Designed to assess family child care programs; conducted in a provider’s programs; conducted in a provider’s home. home.

• Total scale consists of 40 items, Total scale consists of 40 items, including 8 supplementary items for including 8 supplementary items for programs enrolling children with programs enrolling children with disabilities.disabilities.

SACERS: The School Age SACERS: The School Age Care Environmental Care Environmental Rating Scale Rating Scale

• Designed to assess before and after Designed to assess before and after school group care programs for school school group care programs for school age children, 5-12 years of age.age children, 5-12 years of age.

• The total scale consists of 49 items, The total scale consists of 49 items, including 6 supplementary items for including 6 supplementary items for programs enrolling children with programs enrolling children with disabilities.disabilities.

Each one of the scales has Each one of the scales has items to evaluate:items to evaluate:

• Physical EnvironmentPhysical Environment

• Basic CareBasic Care

• CurriculumCurriculum

• InteractionInteraction

• Schedule and Program StructureSchedule and Program Structure

• Parent and Staff EducationParent and Staff Education

The scales are suitable for The scales are suitable for use in evaluatinguse in evaluating

• Inclusive programs Inclusive programs

• Culturally diverse programsCulturally diverse programs

The environmental rating The environmental rating scales are designed to scales are designed to assess assess PROCESS PROCESS QUALITYQUALITY in early in early childhood or school age childhood or school age group care.group care.

PROCESS QUALITYPROCESS QUALITY consists ofconsists of

• Various interactions that go on in a Various interactions that go on in a classroom between staff and childrenclassroom between staff and children

• Interactions between staff, parents, and Interactions between staff, parents, and other adultsother adults

• Interactions among children themselvesInteractions among children themselves

• Interactions children have with the many Interactions children have with the many materials in the environmentmaterials in the environment

• Features such as space, schedule, and Features such as space, schedule, and materials that support those interactionsmaterials that support those interactions

PROCESS QUALITYPROCESS QUALITY is is assessed primarily assessed primarily

through observationthrough observation

Process quality has been Process quality has been found to be more found to be more predictive of child predictive of child outcomes than than outcomes than than structural indicators such structural indicators such as as • staff to child ratiosstaff to child ratios

• group size group size

• cost of carecost of care

• type of care (child care center or type of care (child care center or family child care homefamily child care home

Three Basic Needs Three Basic Needs All Children HaveAll Children Have

• protection of their health and safetyprotection of their health and safety

• building positive relationshipsbuilding positive relationships

• opportunities for stimulation and opportunities for stimulation and learning from experiencelearning from experience

It takes all three to create QUALITY CARE!

Scoring the ECERS-RScoring the ECERS-R

• The 43 items are divided into 6 The 43 items are divided into 6 subscales dealing with the subscales dealing with the children’s programchildren’s program

• The seventh subscale covers the The seventh subscale covers the needs of the key adults: the needs of the key adults: the parents and staffparents and staff

The ECERS is based on a The ECERS is based on a broad definition of broad definition of

environment includingenvironment including

• Organization of spaceOrganization of space

• InteractionInteraction

• ActivitiesActivities

• ScheduleSchedule

• Provisions for staff and parentsProvisions for staff and parents

The ECERS-R has The ECERS-R has established interrater established interrater reliability and validityreliability and validity

• Reliability: scores will be consistent Reliability: scores will be consistent between ratersbetween raters

• Validity: indicates the instrument Validity: indicates the instrument measures what it purports to measures what it purports to measuremeasure

There are 4 levels There are 4 levels of quality described of quality described

• 1 Inadequate indicates a negative 1 Inadequate indicates a negative situation that needs correctionsituation that needs correction

• 3 Minimal 3 Minimal

• 5 Good5 Good

• 7 Excellent7 Excellent

Scoring InstructionsScoring Instructions

• When scoring an item always start When scoring an item always start reading from 1 (inadequate) and reading from 1 (inadequate) and progress upward until the correct progress upward until the correct score is reachedscore is reached

Ratings are to be assigned Ratings are to be assigned in the following wayin the following way

• A rating of 1 must be given if A rating of 1 must be given if anyany indicator under 1 is scored YESindicator under 1 is scored YES

• A rating of 2 is given when all A rating of 2 is given when all indicators under 1 are scored NO and indicators under 1 are scored NO and at least half of the indicators under 3 at least half of the indicators under 3 are scored YESare scored YES

• A rating of 3 is given when all A rating of 3 is given when all indicators under 1 are scored NO and indicators under 1 are scored NO and all indicators under 3 are scored YESall indicators under 3 are scored YES

• A rating of 4 is given when A rating of 4 is given when allall indicators indicators under 3 are met and at least half the under 3 are met and at least half the indicators under 5 are scored YESindicators under 5 are scored YES

• A rating of 5 is given when A rating of 5 is given when allall indicators indicators under 5 are scored YESunder 5 are scored YES

• A rating of 6 is given when all indicators A rating of 6 is given when all indicators under 5 are met and at least half of the under 5 are met and at least half of the indicators under 7 are scored YESindicators under 7 are scored YES

• A rating of 7 is given when A rating of 7 is given when allall indicators indicators under 5 are met and under 5 are met and allall indicators indicators under 7 are scored YESunder 7 are scored YES

• A rating of NA (Not applicable) may A rating of NA (Not applicable) may only be given for indicators or for only be given for indicators or for entire items when “NA permitted” is entire items when “NA permitted” is shown on the scale and on the Score shown on the scale and on the Score Sheet. Sheet.

• Indicators that are scored NA are not Indicators that are scored NA are not counted when determining the rating counted when determining the rating for an item. for an item.

Explanation of TermsExplanation of Terms

• AccessibleAccessible means children can reach means children can reach and use materials, furnishings, and use materials, furnishings, equipment and so forth. equipment and so forth.

• This does not mean that every child This does not mean that every child has to have access at all times.has to have access at all times.

• Access may be limited to a certain Access may be limited to a certain number of children in an area or number of children in an area or limited to certain times of the day.limited to certain times of the day.

Terms (continued)Terms (continued)

• A substantial portion of the dayA substantial portion of the day means at least one third of the time means at least one third of the time the children are in attendance.the children are in attendance.

• SomeSome and and Many Many are further defined are further defined and differentiated in the and differentiated in the Notes for Notes for ClarificationClarification for the items for the items

• StaffStaff generally refers to the adults generally refers to the adults who are directly involved with the who are directly involved with the children.children.

Administration of the Administration of the ScaleScale

• The scale is designed to be used with The scale is designed to be used with one room or group at a timeone room or group at a time

• A block of at least 2 hours should be A block of at least 2 hours should be set aside for observation and rating.set aside for observation and rating.

• Before you begin your observation Before you begin your observation complete as much as possible of the complete as much as possible of the identifying information on the top of identifying information on the top of the first page of the Score Sheetthe first page of the Score Sheet


• Take a few minutes at the beginning Take a few minutes at the beginning of the session to orient yourself to of the session to orient yourself to the classroomthe classroom

• You may want to start with the You may want to start with the items 1-6 in Space and Furnishings items 1-6 in Space and Furnishings because they are easy to observebecause they are easy to observe


• Some items require observation of Some items require observation of events and activities that occur only events and activities that occur only at specific times of the day.at specific times of the day.


• Score items that assess interactions Score items that assess interactions only after you have observed for a only after you have observed for a sufficient time to get a sufficient time to get a representative picturerepresentative picture


• Items 19-28 In Activities will require Items 19-28 In Activities will require both inspection of materials and both inspection of materials and observation of use of materialsobservation of use of materials


• Be careful not to disrupt the ongoing Be careful not to disrupt the ongoing activities while you are observing:activities while you are observing:

• Maintain a pleasant but neutral facial Maintain a pleasant but neutral facial expression expression

• Do not interact with children unless you Do not interact with children unless you see something dangerous that must be see something dangerous that must be handled immediatelyhandled immediately

• Do not talk to or interrupt the staffDo not talk to or interrupt the staff


• Arrange a time with the teacher to Arrange a time with the teacher to ask questions about indicators you ask questions about indicators you were not able to observe. were not able to observe.

• The teacher should be free of The teacher should be free of responsibility for children when he responsibility for children when he or she is answering questions.or she is answering questions.

• Approximately 20 minutes will be Approximately 20 minutes will be required for questions.required for questions.

In order to make best use In order to make best use of the time set aside for of the time set aside for asking Questions:asking Questions:

• Use the sample questions provided Use the sample questions provided whenever possiblewhenever possible

• If you have to ask questions about If you have to ask questions about time for which no sample questions time for which no sample questions have been provided, jot your have been provided, jot your questions down on the Score Sheet or questions down on the Score Sheet or another price of paper before talking another price of paper before talking with the teacherwith the teacher

Asking Questions:Asking Questions:

• Ask only those questions needed to Ask only those questions needed to decide whether a higher score is decide whether a higher score is possiblepossible

• Ask questions on only one item at a Ask questions on only one item at a time and take notes or decided on a time and take notes or decided on a score before you move on to the score before you move on to the next itemnext item

Asking QuestionsAsking Questions

• Ask questions in an organized, calm, Ask questions in an organized, calm, and pleasant manner, putting as and pleasant manner, putting as little pressure as possible on the little pressure as possible on the person answering.person answering.

• Try not to ask leading questions or Try not to ask leading questions or indicate a preferred answer.indicate a preferred answer.

Scrambled ItemScrambled Item

Item 22 BlocksItem 22 Blocks

(a) 7(a) 7

(b) 3(b) 3

(c) 1(c) 1

(d) 5(d) 5

RationaleRationale

• Good block play requires a sufficient number of Good block play requires a sufficient number of blocks (d=5) and adding a variety makes the blocks (d=5) and adding a variety makes the area more stimulating (a=7).area more stimulating (a=7).

• Having a place to play where block structures are Having a place to play where block structures are protected from being knocked down is necessary protected from being knocked down is necessary for a good setting (5), and labeled shelves (7) for a good setting (5), and labeled shelves (7) add to the child’s ability to be independent.add to the child’s ability to be independent.

• In addition to a block area indoors, some block In addition to a block area indoors, some block play outdoors is required for a 7.play outdoors is required for a 7.

Scrambled ItemScrambled Item

Item 18 Informal use of languageItem 18 Informal use of language

(a) 5(a) 5

(b) 3(b) 3

(c) 7(c) 7

(d) 1(d) 1

RationaleRationale

• For a basic good environment, staff must have For a basic good environment, staff must have many conversations with children and use many conversations with children and use language primarily to exchange information language primarily to exchange information with children and for social interaction (a=5), with children and for social interaction (a=5), not primarily for control (d=1).not primarily for control (d=1).

• Observing conversations with many individual Observing conversations with many individual children ensures that the rich language children ensures that the rich language promoting environment described in (a) is promoting environment described in (a) is available for most of the children (c=7)available for most of the children (c=7)

• For a good situation staff must also add to For a good situation staff must also add to what children say (5) so that children can what children say (5) so that children can learn more than they already are able to learn more than they already are able to produce verbally.produce verbally.

• More complex questions (7) can be added, More complex questions (7) can be added, once the language model is there from which once the language model is there from which the children can learn (5).the children can learn (5).

Sample Situations forSample Situations for Scoring Practice Scoring Practice

Answer Sample Situation 1. Item 2.Answer Sample Situation 1. Item 2.

Score 4Score 4

Reason for Score: Reason for Score:

• None of 1 is true, all of 3 is trueNone of 1 is true, all of 3 is true

• 5.2 is true5.2 is true

• 5.3 is NA5.3 is NA

• Half or more of 5 is trueHalf or more of 5 is true


Sample Situation 2. Item 28. Sample Situation 2. Item 28.

Score 7Score 7

Reason for Score:Reason for Score:

• None of 1 is trueNone of 1 is true

• Everything is true under 3, 5, & 7Everything is true under 3, 5, & 7


Sample Situation 3. Item 18. Sample Situation 3. Item 18.

Score 1Score 1

Reason for Score:Reason for Score:

• Even though 3.1 is true, 1.1, 1.2, and 1.3 Even though 3.1 is true, 1.1, 1.2, and 1.3 are true. are true.

• If any indicator under 1 is true, the If any indicator under 1 is true, the item item must be given a 1.must be given a 1.

Documents

Introduction to ECERS-R There are 4 Environmental Rating Scales: