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EnvironmentChildren learn through play to explore — there isn't
a predetermined end product. Children have no
idea or notion of a direction he/she would like to
pursue and he/she is free within broad limits to do
so. Children’s motivation comes from within
themselves as how to interact with the endless
possibilities within the environment that is chosen.
GOALS Examine the childcare environment using the ERS tool
Employees will acquire more knowledge about scoring
Employees will recognize all seven subscales and 43 indicators
Employees will visual have hands-on training within an age appropriate environment
Employees will discuss and share there findings at the end of each field experience
OBJECTIVES Be familiar with the ERS vocabulary and explanations
of terms used throughout the scale
To be updated on the most additional notes for clarification on the ERS
Discover areas of strength in your classroom and reflect on some strategies to maximize the effectiveness of those areas
Explore strategies how to improve your classroom where subscales or most challenging
MATERIALS• PowerPoint/hard copy
• ERS Booklet (score sheet, plan of Action)
• Resources (handouts, Universal precautions
• Markers, Highlighters, pens and pencils
• List of schedule for 5 classrooms for Site field experience
• *additional hand outs will be provided as needed
SPACE AND FURNISHINGS1. 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 ROUTINES9. Greetings/departing
10. Meals/snack
11. Nap/rest
12. Toileting/diapering
13. Health practices
14. Safety practices
•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
30. General supervision of children
31. Discipline
32. Staff-child interaction
33. Interaction among children
Program Structure34. Schedule
35. Free play
36. Group time
37. Provision for children with disabilities
WHAT DOES “ACCESSIBLE” MEAN?
Children can reachand are allowed to use age appropriate toys, materials, furnishings and/or equipment.
PARENTS AND STAFF38. Provision 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
ASSESSMENTApplying research-based concepts and Theory
Discuss: Simulate dialogue, arrange employees in groups of 5 for field experience and observation
ACTIVITIES• DVD to show how to scoring with
different venues on each Subscale
REFLECTIONWhat will you change when you get back
to your classroom?
Three things to share with colleagues
Curriculum plans based on what you heard and saw.
What did you like about the training?
Suggestions for next training?
Retrieved on 3/18/15
Environmental Rating Scale ECERS-R http://ers.fpg.unc.edu/early-childhood-environment-rating-scale-ecers-r