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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.

To collect information from ECERS users, three focus groups were held:  one to explore how the ECERS functioned in inclusive settings, and two to examine its use in culturally diverse settings.  We were fortunate to have access to experts in these two fields who had used the ECERS extensively across the country and could provide specific suggestions.  We also held feedback sessions with researchers who had used the ECERS in their studies and who could make suggestions about the content and format from the point of view of research needs.  In addition, a questionnaire was circulated to the many individuals, programs, and projects that were known to have used the ECERS extensively, and we received helpful suggestions from people in the United States, Canada, and Europe.

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.
After writing additional notes to further explain the revised scales, we decided to publish updated versions that include the explanatory notes and the expanded score sheets in spiral bound editions.  On our website we continue to provide supplementary materials to keep the scales update.
For a more complete description of the reliability and validity studies conducted during the revision of the ECERS-R see the Introduction to the ECERS-R in the scale booklet, p. 1-3.

- Introduction
- Development
- Process of Revision
- Overview of the Subscales and     Items
- Reliability and Validity
- Selected References
- Additional Notes
- Supplementary Materials
- Translations
ERS® and Environment Rating Scale® are registered trademarks of Teachers College, Columbia University.