Early Childhood Environment Rating Scale Third Edition (ECERS-3)The Third Edition of the ECERS is a major revision that introduces innovations in both the content and administration of the scale while retaining the research-supported definition of quality and the reliance on observation as the primary source of information.

ECERS-3 is a comprehensive tool designed to evaluate the process quality of programs for children ages 3 - 5 years old. This tool supports the measurement of interactions the child has with the classroom environments, as well as child-teacher interactions and a child’s interactions with peers that affect the cognitive, social-emotional, physical, and health and safety needs of children, including additional items for assessing the appropriateness of literacy and math activities.

28800 ECERS-3 $22.95

“Meaningful learning occurs when there is plenty of time to choose from many activities, with a teacher who brings learning out of play” – Unknown

Inadequate

1

2

Minimal 3

4

Good 5

6

Excellent 7

41

14. Staff use of books with children*

1.1 Sta� do not use books with

children during the observation.*

1.2 Book times are unpleasant or not

engaging for many of the children

(Ex: children forced to listen;

punitive atmosphere; children can’t

see book; children’s reactions are

treated as interruptions).

1.3 Sta� reading or use of books with

children is dull, disinterested, and/

or unenthusiastic.*

1.4 Inappropriate book observed

being used with the children

(Ex: reading a book that has

frightening content, gives a

negative social message, or shows

prejudice; that is too long or too

di�cult to understand).*

3.1 Sta� read a book with children at

least once during the observation.*

3.2 Book time is arranged to

encourage children’s engagement

(Ex: children can easily see the

book; crowding does not cause

problems; books used that interest

children; appropriate length).

3.3 �e majority of children appear to

be engaged for most of the time

when books are used (Ex: children

may lose interest for short period,

but then become interested again;

one child is not interested but

others are).

3.4 Sta� show some interest and

enjoyment in books.

5.1 Sta� read books to children during

the observation, either to the

whole group, to a small group, or

individually.*

5.2 Accommodations are made for

children who require additional

support during book time (Ex:

children not �uent in classroom

language, with developmental

delays, or who do not do well in

large groups have special provision,

such as smaller group).*

5.3 All children participating in

the activity are actively engaged

during each book time (Ex: sta� is

supportive and reads with interest;

children appear to enjoy book time

and pay attention).

5.4 Sta� show much interest and

enjoyment in books (Ex: read with

animation; responds to children

who are looking at books).*

7.1 Appropriate books that relate to

current classroom activities or

themes are read to or used with

children.* Observe once

7.2 Sta� and children discuss the

content of a book in a way that

engages children.

Observe once

7.3 Sta� use books informally with

children, with more than one

example observed.*

Observe twice

7.4 Sta� use books with children to

help answer questions and to

provide information on things that

children are curious about.*

Observe once

see book; children’s reactions are

treated as interruptions).

1.3 Sta� reading or use of books with

children is dull, disinterested, and/

or unenthusiastic.*

1.4 Inappropriate book observed

being used with the children

(Ex: reading a book that has

frightening content, gives a

negative social message, or shows

prejudice; that is too long or too

di�cult to understand).*

children; appropriate length).

3.3 �e majority of children appear to

be engaged for most of the time

when books are used (Ex: children

may lose interest for short period,

but then become interested again;

one child is not interested but

others are).

3.4 Sta� show some interest and

enjoyment in books.

delays, or who do not do well in

large groups have special provision,

such as smaller group).*

5.3 All children participating in

the activity are actively engaged

during each book time (Ex: sta� is

supportive and reads with interest;

children appear to enjoy book time

and pay attention).

5.4 Sta� show much interest and

enjoyment in books (Ex: read with

animation; responds to children

who are looking at books).*

Overview of the Subscales and the Items of the ECERS-3

Space and Furnishings page 151. Indoor space

152. Furnishings for care, play, and learning 173. Room arrangement for play and learning 194. Space for privacy 215. Child-related display 236. Space for gross motor play 257. Gross motor equipment 27Personal Care Routines

page 298. Meals/snacks 299. Toileting/diapering 3110. Health practices 3311. Safety practices 35Language and Literacy

page 3712. Helping children expand vocabulary 3713. Encouraging children to use language 3914. Sta� use of books with children 4115. Encouraging children’s use of books 4316. Becoming familiar with print 45

Learning Activities page 4717. Fine motor

4718. Art 4919. Music and movement 5120. Blocks 5321. Dramatic play 5522. Nature/science 5723. Math materials and activities 5924. Math in daily events 6125. Understanding written numbers 6326. Promoting acceptance of diversity 6527. Appropriate use of technology 67Interaction

page 6928. Supervision of gross motor 6929. Individualized teaching and learning 7130. Sta�-child interaction 7331. Peer interaction 7532. Discipline 77Program Structure

page 7933. Transitions and waiting times 7934. Free play 8135. Whole-group activities for play and learning 83

Environment Rating Scales

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ProgramEvaluation

All About the ITERS-R and All About the ECERS-R Written by the authors of the Environment Rating Scales, the All Abouts explain why each item is important, what is needed to meet the requirements for all items, and how to score. Over 700 color photographs taken in childcare settings with step-by-step instructions! The All Abouts should be used alongside their associated Environment Rating Scale tool (ITERS-R or ECERS-R).

*Note: All About ECERS-3 expected Spring 2016

11647 All About the ITERS-R $49.95 50034 SAVE! When you buy the set! (All About the ITERS-R & ITERS-R) 69.95 46796 All About the ECERS-R 49.9550035 SAVE! When you buy the set! (All About the ECERS-R & ECERS-R scale) 69.95

2

All About Preschoolers – An Environment-Based CurriculumResearch based and research proven! The All About Preschoolers Curriculum can help your program improve your rating scale scores! This curriculum contains extensive information on how to set up a classroom properly and make the most of teachable moments with 18 highly engaging child-focused themed units. Kaplan Exclusive!26667 All About Preschool Super Set $599.9513721 Two-Volume Set 129.95

From the authors of the ECERS-3, the All About Preschoolers curriculum includes activities and strategies that will ensure a strong scoring on the ECERS-3.

It’s All About the All Abouts!

1-800-334-2014 • www.kaplanco.com

For up-to-date Rating Scale news such as training and classroom lists, visit

www.kaplanco.com/ratingscale

To complement and provide additional informationAdministration Scales

Environment Rating Scales10308 ITERS-R (spiral bound) $22.9511218 ITERS-R (Spanish) 22.9511841 ECERS-R (spiral bound) 22.9546798 ECERS-R (Spanish) 22.9519522 ECERS-E 22.9528800 ECERS-3 New! 22.9527946 SACERS (updated) 22.9513598 FCCERS-R (spiral bound) 22.9518142 FCCERS-R (Spanish) 22.95

Additional Supports13599 ITERS-R Observations DVD $63.9531436 ITERS-R Training Workbook 3.9513600 ECERS-R Observations DVD 63.9542150 ECERS-R Training Workbook 3.9584475 FCCERS-R Observations DVD 63.9515155 FCCERS-R Training Workbook 3.9514892 All About Diapering Poster 5.9514893 All About Handwashing Poster 5.95

Environment Rating Scales

The Environment Rating Scales include a family of instru-ments designed to assess the overall quality of early child-hood programs. The Scales are designed to assess process quality in four age/program-speci�c segments of early care in education. (Process quality is what children directly experience in their programs that has a direct e�ect on their development. This includes the various interactions that go on in a classroom between sta� and children, and among the children themselves, as well as the interactions children have

with the many materials and activities in the environment. The classroom space, children’s schedules, and other materials support these interactions.)

The scales have been developed in close collaboration with realistic �eld-based sites. They have good inter-rater reliability and validity, thus making them suitable for research and program evaluation, as well as program improvement e�orts.

Program Administration Scales (PAS)Measuring Early Childhood Leadership and Management, Second Edition24682 $22.95

Business Administration Scale for Family Child Care, (BAS)Measuring Early Childhood Leadership and Management, Second Edition18356 $22.95

Escala de Evaluación de la Administratión de NegociosPara el Cuidado de Niños en el Hogar19973 $22.95

include a family of instru

0-36Months

21/2-5Years

5-12Years

Birth-12Years

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A variety of associated professional development opportunities are available for each scale, from printed DVD support pieces, to in-person training, and now, introductory online courses! Call our professional development department to help decide which option is best for your program! 1-800-334-2014, ext. 3252.

17796/142-15 Printed 2/2015

Professional Development

Video ObservationsVideo Observations are availablefor the ECERS-R, ITERS-R and FCCERS-R. These multimedia packages contain an interactive video and an instructor’s guide, which explains how to present the various training activities and provides answers and explanations for any questions that may arise. Training Activities are sold separately.13599 ITERS-R Observations DVD $63.9531436 ITERS-R Training Workbook 3.9513600 ECERS-R Observations DVD 63.9542150 ECERS-R Training Workbook 3.9584475 FCCERS-R Observations DVD 63.9515155 FCCERS-R Training Workbook 3.95

101 Online Overview Courses Include:29158 ITERS-R 101 $149.0029156 ECERS-R 101 149.0029155 ECERS-3 101 149.0029157 FCCERS-R 101 149.0029159 SACERS (updated) 101 149.00

*Volume discounts available, call us for more details. 1-800-334-2014.

Online CourseNEW!Developed and delivered by the authors as an introduction to the Scales! Each course is self-paced, so you can start and stop as often as needed. In total, each course takes about 5 hours to complete. Checks for understanding are embedded, along with the ability to email questions directly to the authors! You can be assured you are receiving an accurate and up-to-date training! • Embedded learning checks to assess understanding of key concepts • Authors and their sta� on stand-by to answer questions via email (during weekday business hours) • Available 24/7, nights, weekends, and holidays, on any internet-supported device • Printable Certi�cate and CEU credit available • Most courses also available in Spanish

In collaboration with

ERSITCPBIG