Environment
The engagement of children in meaningful learning and play, guided by qualified caregivers in an enriched educational environment, has an impact on school readiness. This standard measures the types of materials available to the children and the types of activities they are involved in throughout the day.
Desired Outcomes
1.A trained, reliable rater will complete an on-site observation of the program’s learning environment using the Environment Rating Scale (ERS) to determine a baseline for improvement.
Action Steps
2. Pre-K Classrooms will achieve an average ERS score of 5.00 or higher across the four subscales- Language-Reasoning/Listening and Talking, Activities, Interaction, and Program Structure.
(For programs with multiple classrooms and age groups, scores from different ERS an CLASS tools are combined for a total average for the program (not per classroom).
Action Steps
The Environmental Rating Scale-R (ECERS-R) is designed to assess process quality in an early childhood or school age care group. Process quality consists of the various interactions that go on in a classroom between staff and children, staff, parents, and other adults, among the children themselves, and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions. Process quality is assessed primarily through observation and has been found to be more predictive of child outcomes than structural indicators such as staff to child ratio, group size, cost of care, and even type of care.
The ECERS-R consists of 43 Items organized into 7 Subscales.
Space and Furnishings
1. Indoor space
2. Furniture for routine care, play and learning
3. Furnishings for relaxation and comfort
4. Room arrangement for play
5. Space for privacy
6. Child-related display
7. Space for gross motor play
8. Gross motor equipment
Personal Care Routines
9. Greeting/departing
10. Meals/snacks
11. Nap/rest
12. Toileting/diapering
13. Health practices
14. Safety practices
Language-Reasoning
15. Books and pictures
16. Encouraging children to communicate
17. Using language to develop reasoning skills
18. Informal use of language
Activities
19. Fine motor
20. Art
21. Music/movement
22. Blocks
23. Sand/water
24. Dramatic play
25. Nature/science
26. Math/number
27. Use of TV, video, and/or computers
28. Promoting acceptance of diversity
Interaction
29. Supervision of gross motor activities
30. General supervision of children (other than gross motor)
31. Discipline
32. Staff-child interactions
33. Interactions among children
Program Structure
34. Schedule
35. Free play
36. Group time
37. Provisions for children with disabilities
Parents and Staff
38. Provisions for parents
39. Provisions for personal needs of staff
40. Provisions for professional needs of staff
41. Staff interaction and cooperation
42. Supervision and evaluation of staff
43. Opportunities for professional growth
The ERS Section of the Summary Report: The following subscales will be included in the ERS section of the summary report; Language & Reasoning/Listening and Talking; Activities; Interaction and Facility Structure.
The following scoring phrases will be used for each subscale item:
Score of 1-4 = Recommended area for improvement
Score of 5-6 = Meets Good Requirements
Score of 7 = Meets Excellent Requirements For ERS items that are recommend areas for improvement, the rater will also provide information about the indicators that were not met.
Overall Purpose of the Summary Report : The facility summary report is provided to help facilities set specific quality improvement goals and to guide technical assistance efforts. (It should not be used for teacher evaluation or be included in teachers’ personnel files).