ECERS Additional Notes:
Additional Notes for Clarification for the ECERS-R
In 2005, the new updated edition of the ECERS-R was published by TC Press. Featuring a new spiral binding, the updated ECERS-R offers more practical assistance in the form of additional notes for clarification and an Expanded Score Sheet, which incorporates notes and tables to assist in scoring. However, the items and indicators remain the same as in the original ECERS-R.
These notes were developed by Thelma Harms and Debby Cryer to improve the interrater agreements among North Carolina Rated License Assessors. These notes do not change any of the requirements in the printed scales, they merely add additional information to help in accurate scoring.
Be sure to replace older notes with newer notes.
Most recent changes are in blue:
10-09: Items 4 and 5
6-10: Items 20 and 28
11 -10: Items 7 and 8
3-11: Item 2 2. Furniture for routine care, play and learning
3.1
When determining whether furniture for routine care is sufficient, consider the sizes of cubbies in relation to what is stored in them to see if they can adequately accommodate all of each child’s possessions. Each child enrolled in the group must have an individual cubby that is not shared with anyone else, with space for all possessions to be stored there. This is to reduce the spread of lice and scabies. When children’s personal belonging, such as coats, extra clothing, blankets (if stored in cubbies,) are not reasonably well-separated, or if cubbies are so full that things fall onto the floor, score 3.1 "No" because the cubbies are not adequate in size based on what must be stored in them. If there is only minor touching of possessions (e.g., protruding sleeves of winter coats touching those of other children, or a small problem with other materials, but this could be solved easily by pushing things into the cubby properly, consider the cubbies adequate. Any touching of children’s personal possessions should also be considered in the Health item.
4.Room arrangement for play
1.2,
3.2
A room arrangement that is divided into interest areas or centers, using shelves or other furniture, can be given credit as being "not difficult to supervise visually" as long as teachers move about the spaces used by the children so that they can see each child frequently enough to ensure that each child is safe, and so that they can interact with children when needed. Credit can be given even though they may not see all children at all times. However, the ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children. In addition, slight problems with the room shape, for example, a slight extension, (not a full L- shape) of the room, or the existence of pillars, that create small blind areas are acceptable as long as they are well-supervised frequently enough to meet children’s needs. To score, observe the relationship between the teachers’ supervision and the room arrangement to see if children are adequately supervised visually.
5. Space for privacy
3.2
Any space for privacy that a child uses is considered easily supervised by staff if the space is open enough to allow visual supervision. It is not required that the teachers can see the space(s) at all times, as long as teachers move about the room and can see the spaces for privacy used by the children frequently enough to ensure that each child is safe. To score, observe the relationship between the teachers’ supervision and how spaces for privacy are used to see if children are adequately supervised. The ages, abilities, and impulsiveness of the children must be considered when scoring. Older, less impulsive children require less visual supervision than younger or more impulsive children.
7. Space for gross motor play
3.1
In the note for this indicator, replace "In programs operating for less than 4 hours per day, at least ½ hour is required." with the following: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part day programs of less than 8 hours.
8. Gross motor equipment
3.1
In the note for this indicator, Delete "For programs of 4 hours or less, at least half an hour of access is required. (See chart provided in Explanation of Terms Used Throughout the Scale on p. 7 to determine approximate amount of time required for part-day programs of more than 4 hours)."
Insert: In programs operating less than 8 hours a day, see Explanation of Terms Used Throughout the Scale, on page 7 to determine amount of time required for part
Wednesday, March 16, 2011
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