ECCERS-3

The ECERS-3 continues to evaluate how the environment, including teachers, impacts children’s daily experiences

As we navigate the transition to a new scale, it’s natural to feel a mix of emotions about the changes and uncertainty about what steps to take next. Keep in mind that many of the core principles in the ECERS-3 and ECERS-R remain the same but simply show up in different items and indicators, or at different quality levels. The scoring system continues to use the same 7-point scale where quality indicators build from the 1 level to the 7 level. Both emphasize developmentally appropriate practices and aim to promote enriching experiences for young children by offering a framework that supports teachers and programs in creating nurturing environments. The ECERS-3 continues to evaluate how the environment, including teachers, impacts children’s daily experiences. Aspects of the indoor and outdoor space, materials, health and safety practices, language and interactions, and the structure of daily events are still considered. While the phrase “Substantial Portion of the Day” is not used in this scale, children still need much access to a variety of materials. It should be observed that children are offered plenty of time to become immersed in their play which leads to more opportunities for teacher engagement and intentional teaching. Specific time requirements for indoor and outdoor play can be found in various items.

Presentation will be done via Zoom link. You may partipate in zoom from HN Smart Start Office*

Presenter: Megan Porter, NCRLAP

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