what is ecers-r?cdd.unm.edu/ecln/psn/common/pdfs/newsletters/fall 2015 ecers-r... · blocks,...
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The Preschool Network is funded by The New Mexico Public Education Department, Special Education BureauUniversity of New Mexico Health Sciences Center/ CDD / University Center for Excellence in Developmental Disabilities Education, Research, and Service
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Fall 20 1 5 Volume 1 5 Issue 1Network News
What is ECERS-R?The ECERS-R is an observational assessment that takes a look at the quality of a preschool program and what children experience during their day. The scores are used to evaluate the quality of early childhood programs. ECERS-R, a program evaluation, is not an evaluation of a teacher. The items evaluated in ECERS directly relate to how children grow, develop, and learn. The tool has been internationally tested for reliability and validity, and there is a link between high ECERS-R scores and childhood development outcomes (school success, language, and social skills). Some of the specific areas scored include:• Are proper hand washing procedures followed?• Is the room clean?• Are there enough toys and learning materials for each child?• How do teachers and staff talk to and interact with the children?• Are staff working in a comfortable and clean environment?• Are there professional growth opportunities made available to staff?
The emphasis of the ECERS-R revolves around three areas:• Protection of health and safety• Building posi-tive relationships• Opportunities for stimulation and learning from experience
No one of the three is more important than the other and one cannot substitute for another. All three are required for a quality program and quality care for children in the programs.
Early Childhood Environmental Rating Scale-Revised (ECERS-R)
How is communication with parents?All the different subscales and items appear later in the newsletter. Keep reading!
ECERS-R in New Mexico
Teacher Directed vs Child DirectedTeacher Directed:• Large-group, teacher-directed instruction is the
primary form of instruction. Separate times (pe-riods) are set aside to learn material in specific content areas such as math, science, or social studies. The teacher tells the children what they will do and when.
• Children use work-books, ditto sheets, flashcards, and other abstract or two-di-mensional learning materials.
• Teachers expect children to respond correctly with a single cor-rect answer. Memorization and drill are empha-sized.
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Developmentally Appropriate Practice
Child Directed:• Children select and initiate their own activities
from a variety of learning areas prepared by the teacher. Areas usually include dramatic play, blocks, science, math, games, puzzles, books, recordings, art, and music. The teacher allows each child to choose which activity he or she wants to participate in and when.
• Children are involved in concrete, three-dimen-sional learning activities. Learning materials closely relate to children’s daily life experi-ences.
• Teachers ask questions that encourage children to give more than one correct answer.
• Teachers use activities such as block building, measuring ingredients for cooking, wood work-ing, and drawing to help children learn con-cepts in math, science, and social studies.
• Children use a variety of media such as finger paints and clay in ways of their own choosing.
• The sound of the environment is marked by pleasant conversation, spontaneous laughter, and exclamations of excitement.
Teachers use redirection, positivereinforcement, and encouragement
as guidance and discipline techniques.New Mexico Preschool Classroomsshould be set up to be child directed.
ECERS-R supports this form of learning.
Please use the information found in the ECERS-R to set upthe Child Directed Classroom.
• Reading and writing instruction emphasizes direct teaching of letter recognition, reciting the alphabet, and being instructed in the correct formation of letters.
• The sound of the environment is characterized by alternating excitement and noise or enforced quiet.
• Teachers use rewards or disapproval to get children properly (as prescribed by the teacher) involved in activities.
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ECERS-R consist of 7 subscales: 1. Space and Furnishings2. Personal Care Routines3. Language-Reasoning4. Activities5. Interactions6. Program Structure7. Parents and Staff
These 7 subscales are comprised of 43 Items.1. Space and Furnishings:
• Indoor space• Furniture for routine care, play, and learning• Furnishings for relaxation and comfort• Room arrangement for play• Space for privacy• Child-related display• Space for gross motor play• Gross motor equipment
2. Personal Care Routines:• Greeting/departing• Meals/snacks• Nap/rest• Toileting/diapering• Health practices• Safety practices
Organizations of ECERS-R
3. Language-Reasoning:• Books and pictures• Encouraging children to communicate• Using language to develop reasoning skills• Informal use of language• Nature/science• Math/number• Use of TV, video, and/or computers• Promoting acceptance of diversity
4. Activities:• Fine motor• Art• Music/movement• Blocks• Sand/water• Dramatic play
5. Interaction:• Supervision of gross motor activities• General supervision of children (other than
gross motor)• Discipline• Staff-child interactions• Interactions among children
6. Program Structure:• Schedule• Free play• Group time• Provisions for children with disabilities
7. Parents and Staff:• Provisions for parents• Provisions for personal needs of staff• Provisions for professional needs of staff• Staff interaction and cooperation• Supervision and evaluation of staff• Opportunities for professional growth
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For more i n f ormat i on on th e CDD Pre schoo l Ne twork :www.cdd .unm . edu / e c l n /p sn
Preschool Network StaffSophie BertrandDivision Director(505) 272-1506
Betty LansdowneTraining & Development Consultant
(505) [email protected]
Cathie Koss, PhDTraining & Development Consultant
(505) [email protected]
Kimberly SummersTraining Specialist(505) 272-9924
[email protected] Design & Creation by Jones Ltd.
The Early Childhood Environment Rating Scaleassesses the quality of each program covering the 7 subscales. Each subscale is ranked from 1 to 7.• 1 Ranking: Inadequate Conditions• 2 -3 Ranking: Minimal Conditions• 5 - 6 Ranking: Good Conditions • 7 Ranking: Excellent Conditions
Scoring
RESOURCESPage 1: http://ers.fpg.unc.edu/
Page 3: http://ers.fpg.unc.edu/
Video on Getty—this is about the possibilities of Inclusion!http://www.draccess.org/videolibrary/ (click on the General Interest tab and select “Getty’s Window to Inclusion: The Chance To Be Just Like Any Other Kid”)
From the Teacher’s Directed Classroom to the Student Directed Classroomhttps://www.youtube.com/watch?v=P09PvuX6xQo
The Promise—Read Right From the Starthttps://www.youtube.com/watch?v=n2dLPFaehV0
Frank Porter Graham Child DevelopmentInstitute—creators of ECERS-Rhttp://ers.fpg.unc.edu/early-childhood-environment-rating-scale-ecers-r
All about the ECERS-Rhttp://ers.fpg.unc.edu/node/160
The scoring is a progression. In order to move from one level of quality to the next, when scoring, all criteria for the lower level must be met first to advance to the next higher rating.
Score