Process of Revision of the ECERS-R
Three main sources of information were used during the process of revision: (1) a content analysis of the relationship of the ECERS to other global quality assessment instruments and documents examining early childhood programmatic issues; (2) data from studies using the ECERS in preschool, child care, and kindergarten settings; and (3) feedback from ECERS users. The content analysis helped to identify additions and deletions to consider; the data from numerous studies using the ECERS gave us information about the range of scores on various items and the relative difficulty of items, as well as their validity. By far the most valuable contribution to the revision came from the feedback provided by researchers and practitioners who had used the ECERS in a variety of ways.
Keeping the Revised Versions of the Environment Rating Scales Updated
The co-authors of the scales and their associates have kept in close touch with scale users through their training efforts, active involvement in research and development projects and program improvement efforts, including numerous Quality Rating and Improvement Systems (QRIS) that use the scales. Communication through our website has helped us respond to the numerous questions resulting from the wide use of the scales in many different types of settings, across varying geographical, socioeconomic, cultural, racial and language groups. The common denominator among all these groups has been the desire to implement high quality early childhood programs that meet the three basic needs of all children: for protection of their health and safety, for social/emotional guidance and support, and for intellectual stimulation to prepare them for productive lives.
- Process of Revision
- Overview of the Subscales and Items
- Reliability and Validity
- Selected References
- Additional Notes
- Supplementary Materials