Introduction to the Environment
Rating Scales
Some research findings-validity



Children in classrooms that score higher on the
ERS do better on a wide range of developmental
outcomes
This has been found by many researchers, in
many studies, across children of varying
backgrounds, cultures, and in other countries.
For example…
Head Start FACES Study
p.6, FACES Findings (June 2000)
Children’s Language Skills over Time by
Quality of Child Care Classroom Practices
Fig. 5.1 Children's Language Skills over Time by Quality of
Child Care Classroom Practices
120
Language Scores (PPVT-R)
115
110
105
100
95
High (= 75th percentile of quality scores)
Low (= 25th percentile of quality scores)
90
4
Cost, Quality & Outcomes Study, 1999
5
6
Age in Years
7
8
Validity: CQO
Fig. 5.6 Children's Math Skills over Time by Quality of Child
Children’s Math Skills over Time by Quality
of Child Care Classroom Practices and
Maternal Education
Care Classroom Practices and Maternal Education
500
490
480
Math Scores (WJ-R)
470
460
450
440
430
420
High Quality, High School Education
Low Quality, High School Education
High Quality, College Education
Low Quality, College Education
410
400
4
Cost, Quality & Outcomes Study, 1999
5
6
Age in Years
7
8
Children in classes with higher ECERS scores
have repeatedly been found to do better on
outcomes that are considered very important







Language ability
Pre-academic skills (math and reading
readiness)
Attitudes towards child care, distress levels, and
perceptions of their own competence
Relationships with teachers
Social skills (in US, UK, Germany)
Attention deficit disorder (lower for school-agers
who were in higher quality) (Study from United Kingdom)
These differences are lasting
Note that some important child outcomes
have not been studied, but they are still
important in terms of what the ECERS
evaluates and children’s developmental
needs






Accident rates
Health status (illness, physical condition)
Self-help skills
Creativity in thinking and the arts
Science knowledge and scientific thinking
Social Studies
Understanding new research findings



We are more likely to find differences in outcomes
when there is more variation in ERS scores, (more
lower and higher scores present). If there is not
much difference in scores, then outcomes may not
differ across classrooms.
It is important to understand this, because in some
studies ERS scores do not predict child development
outcomes because of a lack of variation in scores
One example…
NC More At Four Classroom Scores
Evaluation of the North Carolina More at Four Pre-kindergarten Program: Children’s Longitudinal Outcomes
and Classroom Quality in Kindergarten (2004-2005)
Reliable use of the ERS requires…




Observers who are trained to acceptable levels
of reliability
Observers who are not biased
Observers who score for the children; not for
the provider
A 3 or more hour assessment of the regular
daily program—not quality for a day.
The effect of “fads” in early childhood
assessment


New measures of quality, with a narrow perspective,
are developed as interest in specific area of
development become popular
Because the ERS assess quality from a broad
perspective, the ERS are comprehensive quality
measures that will withstand the test of time-- and
remain meaningful as our priorities for children come
and go.
How the Environment Rating Scales
measure quality



Global Process Quality: the environment that
children really experience, that has a direct effect
on their development.
The ERS use hundreds of indicators of quality,
none of which is important by itself. It is the
combination of indicators (average total or factor
score) that is important, not any one detail.
It is not realistically possible to get a perfect
score on the ERS. A score of 5 is considered the
benchmark for high quality.
Subscales in each scale







Space and Furnishings
Personal Care Routines
Language and Reasoning
Activities
Interactions
Program Structure
Parents and Staff
Sample item
Item 4. Room arrangement for play
1
3
5
7
What the ECERS really measures: what
all children need for quality of life



Chances for children to a strong sense of
self and build positive relationships with
other children, and with the adults who care
for and educate them
Appropriate learning opportunities that
meet their wide range of developmental
needs
Protection of children’s health and safety
Positive relationships


ECERS evaluates whether a child’s sense of
value and competence have a good chance of
being positively set during the early years,
because once set, it is difficult to change these
perceptions.
Also assesses whether young children can
develop the social/emotional skills of empathy,
sympathy, independence, cooperation, and selfdiscipline under positive conditions or society
pays a high price later.
Appropriate learning



The ECERS considers child development and
what is required for long-term academic success,
as well as life-long success.
The ECERS helps us see whether developmental
pre-requisites can be accomplished, and if each
child can progress as they should.
It allows us to evaluate whether the teaching
strategies are effective and appropriate for use
with each child.
Protection—Health


ECERS assesses how well we meet the health and
safety needs of children, based on national
standards of excellence which often differ from state
standards, in content and/or assessment
procedures.
As the medical field requires, early childhood
programs are evaluated as public health
environments, considering their effects on the people
in those environments as well as on the greater
community.
Protection—Safety

Attention to safety issues is more important
for children cared for in groups because of
numbers of children. ECERS helps us
determine how well we protect children,
minimizing hazards and supervising for
safety, based on national standards and
rigorous assessment procedures.
Any questions?