Presentation on theme: "The ECERS-3 Thelma Harms, Richard Clifford, Debby Cryer ECERS-3"— Presentation transcript:
1 The ECERS-3 Thelma Harms, Richard Clifford, Debby Cryer ECERS-3 A New, Updated Early Childhood Environment Rating Scale for the21st Century
2 What is the ECERS-3The ECERS-3 builds upon the importance of the appropriateness and variety of materials with an enhanced focus on teaching and interactionsAn instrument that provides a highly comprehensive measure of quality geared toward enhanced child outcomesWhile no single instrument has been shown to be a strong predictor of child development outcomes, the ECERS-3 incorporates all that has been learned from the widespread use of the ECERS-R (1998) both in the field and in numerous research studies
3 Key Differences Between ECERS-R and ECERS-3 The ECERS-3 utilizes better scaling on a number of key indicatorsTakes 3 hoursRelies solely on what is observedAges 3-5ECERS-3 does away with SPODSeveral indicators consistently scored low and in groups causing significant problems for classroom scoresTook hours to conduct an assessmentRequired teacher interview on certain indicatorsAges 2 ½ to 5“Substantial Portion of the Day” (SPOD) is defined as 1/3 of the time the center is open.
4 Additional Key Differences Between ECERS-R and ECERS-3 Adult-related items scoredMajor hazards (indoor/outdoor) are combined in a single indicatorLimited pre-academics itemsMany indicators put a high emphasis on materialsAdult-related items droppedMajor hazards have been separated into separate indicatorsIncreased emphasis on pre-academics with many new items and indicatorsMore emphasis on interactions with materials based on children’s abilities
5 Subscale Differences . Space & Furnishings . Personal Care Routines ECERS-RECERS-3. Space & Furnishings. Personal Care Routines. Language - Reasoning. Activities. Interaction. Program Structure. Parents & Staff. Language & Literacy. Learning Activities7 Subscales6 Subscales
6 Item level Differences ECERS-RECERS-3Space and FurnishingsSpace and FurnishingsKey Differences:Furnishings for relaxation and comfort is incorporated in other items and is no longer a stand alone itemAdjustments made in scoring in Gross motor equipment (time requirement and amount of appropriate equipment adjusted)
7 Item level Differences ECERS-RECERS-3Personal Care RoutinesPersonal Care RoutinesKey Differences:Greeting/departing has been eliminatedNap/rest is no longer a stand alone item now incorporated within Health PracticesBroader range of credit given in the 3’s levelNow credit can be given if at least 75% of the children have the required components for the meal and snack observedScoring adjusted for Sanitary conditions:Level 3 = some attemptLevel 5 = usually followed (75%)Level 7 = most of the time
8 More about Personal Care Safety Practices:Major vs minor hazards (better defined and more examples given)Indoor/outdoor hazards previously combined have now been separatedIndicator 3.1 = no more than 3 major hazards in the outdoor environmentIndicator 3.2 = no more than 3 major hazards in the indoor environmentIndicator 5.1 = no more than 2 major hazards present (indoors and outdoors combined)Health Practices:If children consistently and independently complete most hygiene procedures correctly, with no staff input, credit is given at the 5 level (previously the 3 level) since it is obvious that children have been taught to do so
9 Item level Differences There are Five NEW Language and Literacy items! ECERS-RECERS-3Language- ReasoningLanguage and LiteracyKey Differences:There are Five NEW Language and Literacy items!Helping children to expand vocabularyWhat staff talk about is important!Encouraging children to use languageWe want them to talk!Staff use of books with childrenAre children engaged?4. Encouraging children’s use of booksDo children show interest?5. Becoming familiar with printIdentifying letters is not enough!
10 Item level Differences ECERS-RECERS-3ActivitiesLearning ActivitiesKey Differences:Sand/water is now incorporated into Nature/scienceTime access to all materials has been adjustedMath/number has been expanded with three new math items!
11 More about the three new math items Learning ActivitiesMore about the three new math itemsMath in Daily eventsNot about having math materials but how math is drawn into the lives and activities of the childrenUnderstanding written numbersHow staff introduce numbers to children in a meaningful wayMath materials and activitiesNot just about access to materials, but instead about how staff use and teach with the materials in a way that engages children
12 Item level Differences ECERS-RECERS-3InteractionInteractionKey Differences:General supervision has been removed and is incorporated in other items throughout the ScaleBoth Social and Teaching Interactions are considered throughout ECERS-3
13 More about Interactions More about Individualized Teaching and LearningMore emphasis on matching teacher interactions with the children’s abilities and interests to engage them!Level 1: Teaching content is the same for all the children (days of the week recited, writing your name, same book for all)Level 3: Staff ask children questions that they are able to answer during free play activitiesLevel 5: Staff ask questions as general practice (identifying shapes, colors, counting) children respond well during activitiesLevel 7: Interested & meaningful learning going beyond academic skills. Staff do this as they circulate around the classroom. This is a regular part of what they do
14 Item level Differences ECERS-RECERS-3Program StructureProgram StructureKey Differences:Schedule has been removed and is incorporated within Transitions and waiting timesProvisions for children with disabilities is incorporated in other items and is no longer a stand alone item
15 Feedback from field test “Language and literacy items are great addition to an already great instrument!”“Providers will really see a difference in the indicators that typically caused problems in ECERS-R.”“The new 3 year old cutoff in the instrument works so much better.”“The notes for clarifications are more detailed and very helpful.”“Impediments to a more distributed scoring in Supervision of Gross Motor, Safety, Health Practices & Personal Care have been addressed.”“Love that interactions are not just a subscale but are now embedded throughout the instrument.”“No longer relying on information gathered from the staff interview strengthens the scale.”“Great to see the shift of emphasis frommaterials to practice.”
16 Start spreading the news… Availability:To be published late 2014Available in both paper and electronic versionsTraining info:Stay tuned for various training opportunities to include online video training outlining the differences for experienced ECERS-R assessorsOnline indicator by indicator explanationsReliability trainingContactContact Branagh Information Groupx1For more info:
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