![]() Clifford has written and consulted extensively on child and family policy issues with special emphasis on the role of government in the provision of early childhood services. Clifford, Senior Scientist Emeritus, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill.ĭr. Much of her recent training and consultation through the Environment Rating Scales Institute (ERSI) has focused on preparing professionals in the use of the scales for research, technical assistance, training, and program assessment in Quality Rating and Improvement Systems (QRIS) and similar quality enhancement projects in the United States and abroad. ![]() Jones Child Study Center, UC Berkeley for 15 years, and her subsequent role as Director of Curriculum Development at the Frank Porter Graham Child Development Institute prepared her to serve as lead co-author of the four Environment Rating Scales (ECERS, ITERS, FCCERS, and SACERS). Her early experience as Head Teacher of the Harold E. Harms is recognized internationally for her work on assessing care and educational programs for children. Thelma Harms, Director of Curriculum Development Emerita, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill.ĭr. Suitable for use in inclusive and culturally diverse programs, ECERS-3 subscales evaluate: The established reliability and long term evidence of validity of the ERS family of instruments make this new version of ECERS particularly useful for RTTT-ELC accountability and research. Offers a complete training program with ongoing support available at the Environment Rating Scales Institute (ERSI) website (ECERS-3 is appropriate for state and district-wide QRIS and continuous improvement program evaluation by directors and supervisors teacher self-evaluation monitoring by agency staff and teacher education.Provides a stronger method of distinguishing between good and truly excellent programs. ![]() Is designed to predict child outcomes more accurately and with greater precision.Emphasizes the role of the teacher in creating an environment conducive to developmental gains.Provides a smooth transition for those already using ECERS-R.This widely used, comprehensive assessment tool measures both environmental provisions and teacher–child interactions that affect the broad developmental needs of young children, including:ĮCERS-3 also includes additional Items assessing developmentally appropriate literacy and math activities.ĭesigned for preschool, kindergarten, and child care classrooms serving children 3 through 5 years of age, ECERS-3: The long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale ®, ECERS-3, focuses on the full range of needs of preschool- and kindergarten-aged children.
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