The Environment Rating Scales:
Strategies on how to raise quality
and scores
A training on how scoring works and
ways to easily increase scores
Finding out who is here
• Teachers and directors
• Family child care providers
• Parents and other family members, like
grandparents
• Early childhood professionals
• Others?
Session Objectives
• Identify similar items across the Environment
Rating Scales
• Introduce Environment Rating Scales (ERS)
- How scoring works using the ERS
- What factors go into determining scores
• Identify common challenges
• Discuss strategies to improve scores
What is Quality?
• The concept of “quality” in early childhood
education settings has gained attention over
the last few years because current research
shows that the quality of care makes a
difference on children’s social and academic
growth and development
• Different ideas exist about how quality is best
measured in Pre-K settings
Classroom “Quality”
University of VA CASTL, Grace Funk presentation 12/2007
STRUCTURE
PROCESS
What? Who? Where?
How?
Curriculum
Implementation
Standards
Relationships
Materials
Training and Education
Academic & Social
Interactions
Children’s Academic &
Social Development
Environment Rating Scales
Overview
• Scales are differentiated by:
– Age of children in the setting
– Type of setting
• Why so many scales?
– Expectations for environment differ greatly
ERS currently used in Minnesota’s
Quality Rating System
• Infant/Toddler Environment Rating Scale (used
in center-based classrooms with children birth-29 months)
• Early Childhood Environment Rating Scale (used
in center-based classrooms serving children 30 months to
Kindergarten entry)
• Family Child Care Environment Rating Scale
(used in FCC homes serving children birth to kindergarten
entry in MN, but FCCERS tool can be used through schoolage)
ERS has Similar Items
• 30 items cross all scales
– Similar items are focused on:
•
•
•
•
•
•
Space and Furnishings
Personal Care Routines
Activities
Interaction
Program Structure
Parents and staff
What we should see in a setting:
•
•
•
•
•
Enough space for children to move around easily
Child-sized furniture
No areas of classroom which are difficult to supervise
Enough materials so all children are able to choose
Low, open shelving and containers which open at
children’s level
• Smooth transitions from one activity to the next
• Enough time for children to explore materials and
activities on their own
• Conversations in which children can express
themselves and learn
Overview of the ERS Structure
• The ERS framework includes:
– The Scale to be used (ITERS, ECERS, or FCCERS)
– Broad subscales (e.g., Space & Furnishings,
Activities, or Interaction)
– Items (Individual areas assessed; e.g., Art, Free
Play, or Nature/Science)
– Indicators (statements which require a yes/no
answer; determines the score for the item)
Overview of the ERS Structure
• Today we will mostly be concerned with items
and indicators
• Please watch the following video about
scoring
Overview of the ERS Structure:
Scoring Activity
Pretend for a moment that you are a teacher in
a preschool classroom. You believe that a
strength of your program is the interactions
between the teachers and children. With a
few people around you, make a list of what
you would see in a typical day in your
classroom.
Overview of the ERS Structure:
Scoring Activity
• What were a few of the things from your list?
Overview of the ERS Structure:
Scoring Activity
• Since your classroom serves children ages 3-5
in a center, you choose the ECERS
• Looking at the Interactions subscale, you
decide to focus on Staff-child interactions
(item #32)
• You answer yes or no to the indicators, using
the notes in the manual and the All-About
Book to clarify any terms or requirements
Overview of the ERS Structure:
Scoring Activity
• The examples given in the ERS indicators
include:
• 1.1: Staff members are not responsive to or
not involved with children
• 1.2: Interactions are not pleasant
• 1.3: Physical contact used principally for
control
Overview of the ERS Structure:
Scoring Activity
• 3.1: Staff usually respond in a warm,
supportive manner
• 3.2: Few, if any, unpleasant interactions
Overview of the ERS Structure:
Scoring Activity
• 5.1: Staff show warmth through appropriate
physical contact
• 5.2: Staff show respect for children
• 5.3: Staff respond sympathetically to children
who are upset, hurt, or angry
Overview of the ERS Structure:
Scoring Activity
• 7.1: Staff seem to enjoy being with the
children
• 7.2: Staff encourage the mutual respect
between children and adults
Overview of the ERS Structure:
Scoring
• The indicators scored indicate that you have
received a score of 3 for Staff-Child
Interactions
• How would you react to a score of 3?
• What does a score of 3 mean?
Overview of the ERS Structure:
Scoring
According to the ERS:
1 = Inadequate
3 = Minimal
5 = Good
7 = Excellent
Overview of the ERS Process
• A trained, reliable observer spends 3 hours
observing in a classroom or home
• Observations focus on the environment,
hygiene, language, materials, interactions, and
program structure
Top 5 ways to increase your quality
• Materials are accessible to children for much
of the day
• Learning areas which engage children
• Understand your challenges as well as your
strengths to strategize the best outcomes
• Interactions are pleasant and positive
• And…….wash your hands!
Materials accessible “much of the day”
• “Much of the day” is when materials are
accessible to children except during routines
like meals/snacks, toileting/diapering, and
nap/rest
• 20 minutes of leeway
• Definition of ‘accessible’
Much of the day vs. Substantial
Portion of the Day
• ITERS/FCCERS “much of the day”
• ECERS “substantial portion of the day”
• SPOD is 1/3 of center’s operating hours
– Open from 6:00 A.M. to 6:00 P.M.
– SPOD would be 4 hours for this classroom
Much of the Day and Substantial
Portion of the Day
• Why is it important for materials to be
available for much of the day/substantial
portion of the day?
• Discuss with a few people around you
Much of the Day and Substantial
Portion of the Day
• What were some of the reasons you
discussed?
Much of the Day and Substantial
Portion of the Day
• Materials are great, but not if children can
never access them
• Ensures children are not in lengthy routines,
group times, or waiting for any length of time
• Prevents behavioral problems because
children are actively involved in their play
• More sensitive teachers because they are
thinking of children’s needs first
Learning Areas Set Up to Engage
Children
• When learning areas (such as the dramatic
play area, sand/water table, writing center,
etc.) are set up to engage children, what do
they look like?
• Discuss with a few people around you
Learning Areas Set Up to Engage
Children
• What were a few things discussed?
Learning Areas Set Up to Engage
Children
• Low, open shelves for containers
• Containers which open at the children’s level
(i.e., no lids, toy boxes which children cannot
get in easily, etc.)
• Variety of materials which stimulate learning
• Materials rotated for greater variety of
experiences
Understanding Challenges and
Strengths
• Is it ever okay to not get a 7 on an item? Yes!
• Example: ECERS item 25 looks for a variety of
Nature/Science materials, but you don’t have
the space to accommodate many items
• Is it ever okay to get a 1 on an item? Yes!
• Example: Playground isn’t considered ‘safe’ by
the ITERS, but changing it would be costly
Understanding Challenges and
Strengths
• By building on areas of strength, those items
over which you have less control will be
balanced out and scores will increase where
possible
• Knowing areas of common issues will help to
maintain scores on those items
Interactions are Pleasant and Positive
• While materials, curriculum, and schedule are
important, interactions play a large part in
what and how children learn
• How can teachers, staff, and providers ensure
interactions are pleasant and positive?
• Discuss with those around you
Interactions are Pleasant and Positive
• Ensure tone of voice is warm and pleasant
• Minimize interactions that are unpleasant,
such as when children are hurt, sad, or angry
• Find opportunities to use physical contact in a
positive way
• Use supervision as an opportunity to have
pleasant interactions with children
• Help children to see adults as a resource
Handwashing
• Several items on each of the Scales require
frequent and adequate handwashing
• Adequate handwashing means: Wetting hands
with water, applying soap, washing vigorously
for about 10 seconds, rinsing thoroughly, and
drying hands with a paper towel
Handwashing
•
-
Hands should be washed:
Upon arrival
Before and after water play
After sand or messy play (painting, etc.)
After touching contaminated items or bodily
fluids
- Before and after meals
- After using the bathroom (adults too!)
Activity
• Look at the pictures with a few people around
you
• Decide what elements of quality are seen or
not seen
Contact CEED
http://www.cehd.umn.edu/ceed
http://www.cehd.umn.edu/CEED/projects/atc/
abouters.html
Kerry Gershone: glea0043@umn.edu