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Critical Components of Early Learning Data Day - Kindergarten. February 8, 2012. Our Day. Why is data necessary? How does the quality of our environments improve learning? How do we use data to make improvements? How do we collect data from the learners in our classroom digitally?
February 8, 2012
Why is data necessary?
How does the quality of our environments improve learning?
How do we use data to make improvements?
How do we collect data from the learners in our classroom digitally?
How do I prepare for learning/intervention, when I have data collected?
How to plan rigorous instruction: Mastering the principles of great teaching, Robyn R. Jackson, 2011
Teachers blaze the path to knowledge generation when pairs, small groups and entire faculties intentionally and purposefully use data as a source for analyzing progress and proactively planning for improvement. - Wellman & Lipton, 2004
The Third Teacher
As we strive to provide quality and excellence in our programming with children, there is a critical need for resources and tools that help us measure our practices and our environments.
Accurate measurements help us to integrate sound practices that are responsive to child, family, and community.
“ that our programs – what we do, what we offer, how we practice …..are all crucial to children’s development and learning.”
There is compelling evidence that regular connections with the natural world can support children’s healthy development and assist them in meeting daily challenges.
It is essential that evaluations and assessments be based on credible, realizable and evidence-based tools that provide a baseline in regards to the level of quality .
The results of such evaluations can provide us the information to improve programs and learning outcomes for children.
Early Childhood Environment Rating Scale – Revised
The ECERS-R is a tool that can be used to evaluate the level of quality within early learning environments.
Evidence based research outline quality indicators that determine the level of quality which is closely related to learning outcomes for children.
Understanding the Scale
The ECERS-R is a tool for both research and program improvement.
The original ECERS tool was published in 1980. In 1998 the revised edition was published. It was updated and expanded (ECERS-R) to:
ECERS-R defines ENVIRONMENT in a broad sense and includes:
Each item is expressed through a 7 point scale with descriptors :
1 for inadequate
3 for minimal
5 for good
7 for excellent.
The seven sub-scales of the ECERS-R are:
10. Meals/ snacks
13. Health Practises
14. Safety Practices
15. Books and pictures
16. Encouraging children to communicate
17. Using language to develop reasoning skills
18. Informal use of language
19. Fine Motor
24. Dramatic Play
27. Use of TV, video, and/or computers
28. Promoting acceptance of diversity
29. Supervision of gross motor activities
30. General supervision of children (other than gross motor)
32. Staff-child interactions
33. Interactions among children
35. Free Play
36. Group Time
37. Provisions for children with disabilities
38. Provisions for parents
39. Provisions for personal needs of staff
40. Provision for professional needs staff
41. Staff interaction and cooperation
42. Supervision and evaluation of staff
43. Opportunities for professional growth
Now that you have
and some practise in using it,
how do you think this tool
can benefit K programs?
Program improvement tool
Easy to use
Popular measure in early childhood
Popular with decision makers
How do we use the information from the ECERS-R
For PROGRAM direction and planning
COMMUNICATION to Boards, Parents, Community
Self EVALUATION and LEARNING
Collaborative : needs to be developed by those who will have involvement in the implementation
Based on information gathered through the ECERS-R
All About the ECERS-R
Play and Exploration: Early Learning Program Guide
Inspiring Spaces for Young Children
You are your best resource!
Plan for Annual Evaluation
Orientation for our new K’s