1. Early Childhood Environment Rating Scale
What is the ECERS?
Early Childhood Environment Rating Scale
All of us are very much aware of the affect of the environment in our lives. If the sun is shining and the sky is blue we feel more optimistic.
In just the same way that the environment can impact our lives and moods, it can also contribute to or detract from the way a students learns.
Ask participants if they know what ECERS is about. (KWL)
Answer: You use ECERS for Self –assessment ,to assess classrooms, identify strengths and needs
The scale is an internationally recognized evidence-based quality improvement tool, specifically designed for the classroom environment

2. Early Childhood Environment Rating Scale
Internationally recognized evidence-based quality improvement tool, specifically designed for the classroom environment.
Enables setting to evaluate their environment and provision, and to identify clear steps for development in order to improve outcomes for children
An observation that provides detailed and objective snapshot on the day of practice within a setting, using a range of indicators
Children in classroom that score higher on the ECERS do better on a wide range of developmental outcomes.
The quality of the environment sets the stage for children’s developing perceptions of themselves and others.
The physical environment of the learning space
The physical and emotion “environment” that the learner brings to the learning endeavor
The social environment that the student finds in the learning space.

3. Seven Indicators Space and furnishings Personal care routines
Language and reasoning
Activities
Interaction
Program structure
Provision for parents and staff
An ECERS observation audit provides a detailed and objective snapshot on the day of practice within a setting, using a range of indicators-it is not a judgment
Space and furnishings –Creative room arrangement promotes a child’s positive self-image and encourages a wide variety of age appropriate activities.
Personal care routines –Parents and children need a warm, welcoming, and pleasant atmosphere.
Language and reasoning-language is a way for children to expand understanding. Using materials and activities that promote language development should be available for use.
Activities-Children need a variety of age-appropriate and developmentally-appropriate toys and materials for exploration that encourages self-expression.
Interaction-Providing opportunities for children to work and play together, to solve conflicts in productive way, and to participate in group activities are ways teachers promote positive social relationships.
Program structure-Children thrive on having a consistent routine that provides a balance of activities designed to meet individual needs and foster physical, cognitive, social, and emotional growth.
Provision for parents and staff-Parents and staff are partners in the education of children. Reaching out to parents with information and providing a warm welcome to help the parent feel at ease.

4. Pre-academic skills (math and reading readiness)
Children in classes with higher ECERS Scores have repeatedly been found to do better on outcomes that are considered very important such as:
Language ability
Pre-academic skills (math and reading readiness)
Attitudes towards child care and perceptions of their own competence
Relationships with teachers
Social skills
How does the ECERS influence or affect your classroom learning? (Discussion)
The physical layout should reflect you.
Improve oral language
Creating a caring, child-centered environment takes lots of thought and planning
Builds relationships with children and development of social skills. Give guidance and discipline for children. Also builds relationships with parents and opportunities for communication, building trust and exhibiting cultural sensitivity.
Students need to feel comfortable with themselves, with each other, and with the teacher
Students need to be actively engaged in learning and need to feel free to take risks
The environment needs to be supportive of the physical requirements for good learning
The classroom is a place where the unique learners is respected and provided for
The classroom allows for the individual construction of meaning in a variety of ways

5. Some child outcomes are not studied, but they are still important in terms of child development
Accident rates
Health status
Self-help skills
Happiness in the early childhood program
Creativity in thinking
Creativity in the arts
Science knowledge
Social Studies
The environment can be another teacher and can motivate children, enhance leaning, and reduce-behavior problems, environment really is an extra teacher. These eight areas are also enhanced with an environment that encourages children’s learning.

6. Protection of children’s health and safety
We need to provide three quality important basic needs (According to Dr. Thelma Harms (an internationally recognized child care expert and one of the authors of the Environment Rating Scales)
Protection of children’s health and safety
To build positive relationships with other children and adults that teach them
Appropriate learning opportunities that meet their range of developmental needs
We use these ratings because they tell us how successful children are likely to be later in life. These ratings are more predictive of child outcomes than typical indicators such as staff-to-child ratio, group size, cost of care, and even type of care,
Protection: How safe children feel in their environment
Positive relationships- Building positive relationships with children
Appropriate learning- Challenging but achievable goals

7. Protection/Safety, Positive Relationships and Appropriate Learning
Attention to health and safety issues
Child’s sense of value and competence
Young children need to develop social/emotional skills.
Informed about child development and understand long-term academic success, as well as life-long success
What children are supposed to know, understand and be able to do
Strategies that work with older children are far less effective with young children
Safety and well-being come before anything else. A child’s sense of value and competence are usually set during the early years.
We must be well-informed about child development and understand what is required of long-term success, as well as life-long success.
We ask children to do (learn) now what they will be ready to do (learn) later.

8. “Every teacher possesses the power to transform the quality of life and learning in themselves and in their students at any time “ - (Brewer & Campbell, 1991, p. 225)
Think about quote and discuss

9. Instructions for Intersecting Interests:
Teachers will think of a specific center in their classroom
Teachers will work in pairs
Answer each question and respond as a child, a parent, an administrator.
Utilize New Mexico Early Learning Outcomes and District Standards
Look at form and break up into pairs.
Teachers will discuss and decide what center they want to focus on.
Looking at the child, the parent and the administrator as they enter the room and see the classroom environment.
What would their thoughts be in observing the environment and how children are engaging in learning.
Use outcomes and standards to use as a guideline to setting up environment.

10. Jigsaw Protocol
Give each participant or pair of participants a short section to read in the article
Allow time for participants to read
Participants will raise questions they have, highlight the key findings and determine what they will share with the whole group.
Each group will share information from section of the reading.
Follow directions of the protocol