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The ERS, or Environmental Rating Scale, is a tool developed by Thelma Harms that is
used to assess the basic standards for safety and well - being that an early childhood program
provides based on the established environment. In the Early Childhood Environment Rating
Scale, third edition, it says that the two major characteristics of the ECERS (Early Childhood
Environment Rating Scale) is to identify the “global definition of quality and the reliance on
quality” (Harms, Clifford, &Cryer, 2015, p.1). It is broken up into six subscales such as Learning
Activities and Interactions, that have indicators used to guide the observation (Harms et al.,
2015).
Observation Process
For our observation, we observed room 213 in the Clarke Building of Brigham Young
University – Idaho Campus. Our observations took place between October 17th and October
29th. The observations were done during the morning class between the hours of 8:45 AM –
10:15 AM. Ashley Sawyer and Tiffany Wu coordinated to both observe separately for the
Tiffany spent two hours and fifteen minutes in the booth (an hour on two separate
occasions, and fifteen minutes on another occasion). One hour was done on 24th, another hour
was done on the 26th and fifteen minutes was done on the 29th.
Ashley spent two and a half hours’ in the booth. (an hour on two separate occasions,
and thirty minutes on another occasion). One hour was done on the 17 th, another hour was
done on the 24th, and thirty minutes was done on the 26th.
Ashley Sawyer and Tiffany Wu
After making observations, they compiled their findings and examined the room set up
during a meeting of forty-five minutes on October 29th. During this meeting, they discussed
which of the final numbers to use and how to improve the environment of their room based off
of the results.
The final average of the scores gave the program an overall rating of 5.68 out of 7. For
Space and Furnishings, the score was a 5.14. Personal Care Routines was a 7. Language and
Literacy was a 6.2. Learning activities was a 4.3. Interaction was a 7. Program Structure was a
6.67.
0
Space and Personal Care Language and Learning Interaction Program Overall Score
Furnishings Routines Literacy Activities Structure
Strengths
Personal Care Routines and Interactions were strengths that both had a score of 7. For
Personal Care, the children washed their hands when they first arrived in the classroom, after
Ashley Sawyer and Tiffany Wu
they played with any form of dirt or sand inside, or outside, after they used the restroom, after
For snack, the children were allowed to choose what and when they wanted to eat, as
snack was offered for about 50 minutes throughout the day. The teacher had a rag that the
children could use to clean up any messes and the teacher encouraged them to pass the serving
dishes to each other. No children were observed to have accidents and many children used the
Interactions was rated so highly because the staff appeared involved with the children.
When a child was upset, a teacher assisted in calming the child. The staff were alert, and
focused on the children in the room. When a child became upset about sharing her toys, a
teacher talked her through finding a solution. The staff did not become upset when they saw
misbehavior and were never observed to raise their voice or use severe discipline.
Program Structure was also a strength with a score of a 6.67. Routines were followed
throughout the day and teachers gave a verbal and visual (showed the number of minutes on
their fingers) countdown to clean –up. The staff played music during the transitions to cue the
children. Teachers gave instructions to the children during clean-up to help the children stay
engaged. The reason this area did not have a score of 7, was that the teachers did not show
room awareness (when a teacher scans the classroom). This was only observed during the
transitions. Most staff only seemed to be aware of the children who were right in front of them.
Language and Literacy, with a score of 6.2 was also a strength. The staff helped children
expand their vocabulary and explained the meaning of certain words. In large group, a teacher
introduced the word “harvesting” and what it meant to harvest apples. The staff showed
Ashley Sawyer and Tiffany Wu
interest and enjoyment in the books. Children and staff were often found together in the
reading area during the observation. The reason this area did not score a full 7, was because
the teacher did not use the books informally with the children and the books were not used to
help answer any questions or provide information that the children were curious about.
Areas of Improvement
Indoor space was given a score of 4. The only indicator that was marked down was 5.3
because ventilation could not be controlled. There were no fans and no windows or doors
Furnishings for care, play, and learning was given a 4. Children have to share lockers
because there are only 18 of them, and the class has 20 children.
Space for privacy was given a 3. There was not an area that was intentionally designed
for 1 -2 children to have privacy. Although the book area was used as a private area for more
children, the teachers did not stop interruptions made in the quiet area. There were children
often playing with other things and making noise in this area. It was not intentionally made for
privacy.
Child related display also scored a 4. For indicators 5.2 and 7.1, no displays were put up
that related to the current topics or interests in the classroom. For 7.4 there were no three –
Learning Activities:
Ashley Sawyer and Tiffany Wu
Becoming familiar with print was a 4. No visible print was seen during the duration of
the observation. There also were not any pictures with print to explain the pictures. (5.1 and
7.2).
Art received a 4. Because not all categories had a material represented for 5.1. There
Music and movement scored a 1. The classroom did not have any music/movement
experiences (1.1). There was nothing musical except for when a teacher would play a song for a
Nature and Science also scored a 2. 15 nature/science materials were not clearly
accessible (5.1) and staff were not initiating these kind of activities (7.1).
Understanding written numbers was given a score of 1. There were no numbers visible
in the classroom at any point during the observation (1.1 and 1.2).
Promoting acceptance and diversity was the last low score, and it scored a 3. There were
not enough examples of positive diversity, especially because there were no pictures in the
classroom (5.2).
Item in Need of
Improvement
Learning Activities: No music and/or There was no music A music area will be
Music and movement or movement set up near the
Instruments experiences for activities provided dramatic play area. A
children throughout free play. small shelf will have
There were times noise makers,
At least 3 music during transition, or tambourines, and
materials accessible opening and closing symbols. This will
to the children for at circle where a song provide at least 3
least 25 minutes of was played, but no music materials, and
the observation musical instruments allow for music and
were out. movement
experiences for the
children. To
document progress
with this goal we will
take pictures and
videos of the children
using the
instruments.
Learning Activities: At least 5 No nature/science We will make a
Nature/ Science developmentally materials were clearly defined
appropriate available except for nature/science
nature/science the pet fish that stays interest center. This
materials from at in our classroom. will be where
least 2 categories are children can see
accessible for at least living things, like
25 minutes of the plants, natural things,
observation like bugs and insects
in plastic, and rocks.
At least 15 Tools like magnify
nature/science glasses and tweezers
materials, some from will also be set out.
each of the 5 listed To keep children’s
categories, are interest, we will swap
accessible in a clearly out materials every
defined couple of weeks. To
nature/science document the
interest center. progress of this goal
we will take pictures
of the set up, and the
children using the
materials. We will
Ashley Sawyer and Tiffany Wu
Learning Activities: No print numbers in There were no print The numbers 1 -10
Understanding display materials are numbers visible at will be printed and
written numbers accompanied by any time of the laminated, and hung
pictures that show observations. No at the child’s level so
what the number pictures to show that they can see the
means. what the number print. Pictures below
means either. the numbers will help
No obvious print the children to know
numbers found in the what the number
classroom toys or means and allow
materials accessible them to use 1 to 1
to children. correspondence. To
document the
progress of this goal,
we will take pictures
of the print we put
into the room.
Ashley Sawyer and Tiffany Wu
References
Harms, T., Clifford, R. M., & Cryer, D. (2015). Early Childhood Environment Rating Scale, third