Item uses these practice principles: Reflective practice, High expectations for every child, Respectful relationships and responsive engagement, Equity and diversity, Integrated teaching and learning approaches.
Item responds to these sub-outcomes: Children interact verbally and non-verbally with others for a range of purposes, Children express ideas and make meaning using a range of media, Children engage with a range of texts and get meaning from these texts, Children begin to understand how symbols and pattern systems work, Children use information and communication technologies to access information, investigate ideas and represent their thinking.
The ECERS-E is designed to be used with the Early Childhood Environment Rating Scale-Revised (ECERS-R), an internationally recognised measure of quality in education and care developed by the Frank Porter Graham Child Development Institute (FPG). A comprehensive presentation of the ECERS-R can be found on the FPG website.
While the ECERS-R measures quality in education and care, the ECERS-E complements and extends the scale by focusing on literacy, mathematics, science and environment, and diversity practices. The scale aims to provide insight into environments that will enhance learning in preschool settings. It is tailored to age-appropriate cognitive, social-behavioural and developmental child outcomes.
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Target population: early childhood educators.
Staffing: services should consider the cost of backfill when determining the cost of accessing this resource. Services may also consider engaging a coach to support enhanced implementation.
Factors to consider:
consider how staff may be able to share the practice knowledge they obtain from this resource with others at the service. This will ensure that improved approaches to practice or innovative ideas can be implemented across the service as a whole.
Training requirements: ECERS-E can be used in combination with Early Childhood Environment Rating Scale-Revised (ECERS-R).