A comparative analysis of the Early Childhood Environment Rating Scale–Revised and Early Childhood Environment Rating Scale, Third Edition

Abstract

The Early Childhood Environment Rating Scales, including the Early Childhood Environment Rating Scale–Revised (Harms et al., 2005) and the Early Childhood Environment Rating Scale, Third Edition (Harms et al., 2015) are the most widely used observational assessments in early childhood learning environments. The most recent version of the scale addresses some of the criticisms in the research literature, particularly related to the organization of the Scale and the standard scoring procedures. In the current study, we explore the relationship between the two scales. Specifically, we evaluated the correlations between the Early Childhood Environment Rating Scale–Revised and the Early Childhood Environment Rating Scale, Third Edition, as well as the differences between the overall scores, individual items, and subscales. Implications for practice and future research are also provided.

Conditions for Children’s Language and Literacy Learning in Swedish Preschools: Exploring Quality Variations with ECERS-3

“…New items have also been introduced in the areas of Language and literacy (Harms et al, 2014). Recently,, the scale has been validated and compared with other observational measurement instruments (Early et al, 2018;Neitzel et al, 2019), supporting the ECERS-3 as a reliable and valid tool for evaluating preschool quality. So far, few studies have been conducted using the ECERS-3 with an explicit emphasized focus on children's language and literacy learning.…”

A Good start in life: Effectiveness of integrated multicomponent multisector support on early child development—Study protocol

“…The Early Childhood Environment Rating Scale (ECERS-E) [ 22 ] will be used to evaluate the quality of the classroom environment. The questionnaire covers space and furnishings, personal care, language and literacy, learning activities, interaction, and program structure [ 24 ]. This measure will be used to assess the ECEC’s ability to implement the skills and practices they have learnt during the intervention and to foster and encourage early literacy and language skills.…”

Emotional quality of early education programs improves language learning: A within‐child across context design

“…Though the measure has been widely used, limitations of the scoring system and psychometric properties have been identified (Bull et al, 2017 ; Gordon et al, 2015 ). Furthermore, the global nature of the quality rating may offer less utility in directing intervention strategies (Layzer & Goodson, 2006 ; Neitzel et al, 2019 ). The more recently developed CLASS provides a different measurement approach.…”

“…The first relates to measurement. Studies are potentially confounded with the reliability and validity of the measurement of teacher–child interaction quality (Burchinal, 2018 ; Gordon et al, 2015 ; Layzer & Goodson, 2006 ; Neitzel et al, 2019 ). Furthermore, many studies assume linear association, yet some identify thresholds of quality as necessary to yield effect (Burchinal et al, 2016 ).…”