What is the ECERS?
Early Childhood Environment Rating Scale
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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
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Space and furnishings
Personal care routines
Language and reasoning
Activities
Interaction
Program structure
Provision for parents and staff
Children in classes with higher ECERS Scores have
repeatedly been found to do better on outcomes
that are considered very important such as:
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Language ability
Pre-academic skills (math and reading
readiness)
Attitudes towards child care and
perceptions of their own competence
Relationships with teachers
Social skills
Some child outcomes are not studied, but they are
still important in terms of child development
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Accident rates
Health status
Self-help skills
Happiness in the early childhood program
Creativity in thinking
Creativity in the arts
Science knowledge
Social Studies
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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
Protection/Safety, Positive Relationships and
Appropriate Learning
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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
“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)
Instructions for Intersecting
Interests:
1.Teachers will think of a specific center
in their classroom
2.Teachers will work in pairs
3.Answer each question and respond as a
child, a parent, an administrator.
4.Utilize New Mexico Early Learning
Outcomes and District Standards
Jigsaw Protocol
1.Give each participant or pair of
participants a short section to read in the
article
2.Allow time for participants to read
3.Participants will raise questions they
have, highlight the key findings and
determine what they will share with the
whole group.
4.Each group will share information from
section of the reading.