Classroom: ____________________________ Center: ________________________ Max. #: ___________ Date: __________
Material Tracking Sheet – ECERS-R
Books/Pictures: Approximately 3-4 examples of each topic will ensure a variety of possible literary learning experiences.
*Helpful hint= Books may count in more than one category
Fantasy _____
Factual _____ People _____ Animals _____ Nature/Science _____
Abilities _____ Race/Culture _____ Based on current theme_____
Do you have any books that may have inappropriate or scary images? Any in disrepair?
____________________________________________________________________________________________________
Fine Motor: A variety of materials in each category will help develop hand-eye coordination in a variety of ways important
for self-help and pre-writing skills! Providing a variety of materials will interest and challenge children with varying ability
levels. (3-5 materials in each category)
Do you have picture labels with words on all bins?
Small building
Art
Shelves?
Manipulatives
Puzzles
Frame:
Floor:
Knob:
Jigsaw:
Match-ups:
Block:
Art: The benefits children can receive from art experiences are enormous! With adequate time to use a variety of materials
in their own way, children can develop their creative expression and optimize their learning in all areas. (3-5 materials from 4
out of 5 categories, drawing required)
Drawing
Paint
3D
Collage
Tools
Music: A variety of instruments and music to listen to allow children to experiment with sounds, auditory patterns and
movement activities. Music is a window to other cultures as well as the inner-self.
Instruments (enough for 1/2 max #)
Types of Music (min. 3)
* Do the children have access to a CD
or tape player?
*Do you play multicultural
music daily?
Blocks: Blocks encourage many, many skills including reasoning, spatial awareness and problem solving. If blocks are
plentiful, easy to access, organized, and out of traffic, children are more likely to have a meaningful learning experience.
Types:
1.
2.
Accessories:
1.
2.
3.
(Or more!)
Space:
Out of traffic?
Suitable building surface?
Can 3 children build sizeable
structures?
Available outdoors?
Labels:
Picture labels?
Open shelves?
**Types of blocks include: unit, large hollow, and homemade. Accessories include: vehicles, people, animals, trains and road signs.
Sand/Water: Sand and Water play are naturally relaxing and stress-reducing. Providing flexible, open-ended materials with
sand and water encourages learning about measurement and natural science through a variety of possible experiments!
Variety of toys:
Availability: Sand Water
Inside
How many toys?
Outside
Dramatic Play: Pretend play and imagination are important keys to developing empathy, understanding, personal coping
skills and social skills. Providing ample materials and equipment will allow children opportunities to pretend in more complex
ways. Take a look at your male- and female-specific dress-ups and your materials that represent diversity.
Male
Female
Diversity in materials
Do you have 2 themes in
Dramatic Play?
1.
2.
1.
2.
Science/ Nature: Science and Nature materials inspire curiosity and exploration of the natural world through the use of
the five senses. Providing a variety of materials gives children a wider base from which to develop vocabulary and learn to
understand basic natural concepts. (3-5 materials from at least 3 categories)
Natural Collections
Living Things
Books/Games/Toys
Activities
Math/Number: Children need many hands-on opportunities to explore quantity, size, shapes and numbers to build the
foundation for later abstract math concepts. (3-5 materials for each category)
Counting
Written Numbers
Measuring
Comparing Quantities
Shapes
Diversity: Materials that represent diversity in a positive way encourage children to respect and celebrate the differences
among people and view them as strengths which add flavor to life. Where do you see diversity represented in the
classroom? Are there many books, pictures and materials accessible representing diversity?
Books
Pictures
Materials
Races
Abilities
Cultures
Ages
*Remember all
examples need
a contrast
Gender
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Additional Considerations:
Are your materials developmentally appropriate?
Do your materials have meaningful labels? Could a new student easily find and put things away?
Are your shelves over-crowded or can children easily access all materials?
Can your children easily open any bins with lids? Are the lids necessary?
Adapted from: Harms, T., Clifford, R., & Cyer, D. (2005). Early childhood environment rating scale revised (ECERS-R). New York, NY: Teachers
College Press.
M. Torello, MAR 2015