ERSI ECERS-R Profile 2002-2025 free printable template

EMERSON Profile Center/School: Observation 1: / / Observer: Teacher(s)/Classroom: Observation 2: / / Observer: 1 2 m 4 d y y m 3 m d d y 5 6 7 I. Space & Furnishings (1-8) Obs. 1 1. 2. 3. 4. 5. 6.

How to fill out ERSI ECERS-R Profile

How to fill out ERSI ECERS-R Profile

1. Gather all necessary information about the early childhood program.
2. Review the components of the ECERS-R instrument to understand what is being assessed.
3. Fill out the basic information section, including the name of the program and date.
4. For each of the 43 items in the ECERS-R, carefully evaluate the observations and evidence collected from the classroom.
5. Use the rating scale (1-7) provided in the ECERS-R to rate each item based on your observations.
6. Document specific examples or evidence that support your ratings.
7. Complete any additional comments or explanations required for the profile.
8. Review the entire profile to ensure accuracy and completeness before submission.

Who needs ERSI ECERS-R Profile?

1. Early childhood educators and program administrators seeking to improve quality in their classrooms.
2. Quality assessment and accreditation organizations to evaluate early childhood programs.
3. Researchers studying early childhood education practices.
4. Policymakers and stakeholders involved in early childhood education initiatives.

Instructions and Help about ERSI ECERS-R Profile

Music this webcast will review the requirements for item 22 indicator 51 of the ewers are there are often questions about the requirements of this indicator which requires enough blocks space and accessories for three children to build sizable independent structures more information about this indicator is found the notes for clarification on page 45 of the ewers are and also the NC additional notes available at NC are LEP org fundamentally what should be kept in mind is that this is a high standard at the good level of quality the expectation is for three large structures because preschool children are capable of planning and building large complex block structures and this type of play has many developmental benefits first let's discuss the size of the block area the requirement is that the block area provides at least six by nine feet or equivalent dimensions of open space for building unless it is observed that children experience difficulties when building in the space and in that case more space would be required this slide and the following slides demonstrate common examples of block areas that do not offer enough space for complex building or room for children to move around their structures to get additional blocks or accessories from the shelves small block areas can lead to frustration as buildings get knocked over unintentionally if children have limited chances to build in an interrupted manner they may become less likely to attempt to do this again even though slightly larger than the first example this is another block area that does not offer enough space for building three large structures consider the difference of the next two slides which show block areas that are easily large enough to meet the requirements of indicator five point one think about what these areas offer in terms of play potential and skill development compared to the previous slide with the additional space offered in this area and the block area shown in the previous slide the potential for complexity and different types of building is greatly expanded indicator 51 requires that they are enough blocks for at least three children to build sizable structures in terms of the quantity of blocks required the NC additional node states that for traditional unit blocks like those seen here 80 to 100 blocks will be required to build one structure four block sets that are larger than unit blocks 40 to 60 blocks are required to build a structure again the requirement is enough blocks, so that three children could build sizable structures at the same time this could be accomplished by having three sets of unit blocks or a combination of a unit blocks and larger blocks here the first image represents what seems to be a common expectation for preschool children's abilities, but this is actually a small structure the structure on the left includes 30 unit blocks the structure on the right uses approximately 130 blocks think about the differences in these two images and...

People Also Ask about

What is the difference between Ecers 3 and Ecers-R?

ECERS-3 assesses programs for ages three through five. ECERS-R assessed programs for children 2½ through 5 years of age. Teacher interviews are no longer a part of the process, but three hours of observation time is required. The Parents and Staff subscale has also been eliminated from ECERS-3.

What is a good ECERS score?

Scores on both the ECERS-R and the CLASS can range from 1 (lowest) to 7 (highest). Generally, classrooms that score 5 or above are considered to be high quality, 3–4.9 are moderate quality, and below 3 are low quality. Illinois's PFA programs are of moderate to high quality.

What is the ECERS grading scale?

Each item is ranked from 1 to 7. A ranking of 1 describes care that does not meet custodial care needs while a ranking of 7 describes excellent, high-quality personalized care.

What age is ecers-3 for?

ECERS-3™ Early Childhood Environment Rating Scale®, 3rd ed. -- A thorough revision of the ECERS-R™, designed to assess group programs for preschool-kindergarten aged children, from 3 through 5 years of age.

What is the Ecers-R and what is it used for?

Purpose: The ECERS-R is a criterion-referenced tool designed to assess the quality of early childhood learning environments. The scale is designed for single groups of children, such as a classroom or day home. The ECERS-R provides a profile of the overall social/cognitive learning environment on a 1 – 7 rating scale.

What is Ecers-3 used for?

The Early Childhood Environmental Rating System - 3 (ECERS-3) The ECERS-3 is an observation tool that assesses the quality of the overall learning environment. ECERS-3 includes 6 subscales: Space and Furnishings, Personal Care Routines, Language-Reasoning, Activities, Interaction, and Program Structure.

What does the ECERS measure?

The ECERS-3 tool measures environmental aspects of the early childhood program, program structure, health and safety practices and teacher-child interactions that affect the broad developmental needs of young children.

What is the newest edition of ECERS?

ECERS-3™ Third Edition.

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What is ERSI ECERS-R Profile?

The ERSI ECERS-R Profile is a framework used to assess the quality of early childhood education environments, focusing on various aspects like classroom interaction, learning materials, and teacher-child interactions.

Who is required to file ERSI ECERS-R Profile?

Early childhood education programs and facilities that are seeking to evaluate or improve their educational quality, as well as those required by regulatory agencies or funding sources, are typically required to file the ERSI ECERS-R Profile.

How to fill out ERSI ECERS-R Profile?

To fill out the ERSI ECERS-R Profile, educators need to conduct observations of the classroom environment, gather evidence based on defined criteria, and then rate each aspect according to the scoring guidelines provided in the profile.

What is the purpose of ERSI ECERS-R Profile?

The purpose of the ERSI ECERS-R Profile is to provide a systematic way to assess the quality of early childhood programs, identify areas for improvement, and ensure children receive high-quality educational experiences.

What information must be reported on ERSI ECERS-R Profile?

The ERSI ECERS-R Profile requires reporting on various elements such as classroom materials, interactions between adults and children, curriculum implementation, and overall environment quality in relation to the established standards.