1

Running head: ECERS NARRATIVE

ECERS Narrative

Alyssa Cottle and Kayla Mecham

Brigham Young University—Idaho

2
ECERS NARRATIVE
The Early Childhood Environment Rating Scale

The ECERS is a classroom assessment tool that measures the quality of the classroom
through observation. Within the scale, there are 35 items organized in 6 subscales. These include
Space and Furnishings, Personal Care Routines, Language and Literacy, Learning Activities,
Interaction, and Program Structure. The ECERS-3 incorporates child development literature,
early childhood curriculum, and emergent classroom challenges (Harms et al., 2015). Each set is
scored through yes/no indicators. Those items are then calculated to be scored based on 1-7-point
items. ECERS-3 maintains a comprehensive view of early childhood development that includes
physical, social-emotional, and cognitive domains, as well as the child’s health and safety
(Harms et al., 2015).

Completion of the Observation

Due to the difficulty of hearing from the observation booth standing adjacent to the
preschool classroom, and due to having to spend time outside of the classroom, both Kayla
Mecham and Alyssa Cottle spent less time observing in the booth, and more time observing from
the classroom itself. However, Alyssa spent 30 minutes observing in the booth, and Kayla spent
30 minutes as well. This adds up to a total of one hour in the observation booth. From the booth,
both of us took a focus on observing the environment of the classroom, namely focusing on
“Space and Furnishings.” If other interactions were observed, they were also marked, but most of
the other subscales were observed from inside the preschool classroom itself.

Due to the absence of one of our team members on the days we observed, most of the
time we spent observing was inside the classroom, through our own interactions with the
children and through watching our team members interact with the children. Kayla Mecham and
Alyssa Cottle both took notes on interactions they saw take place in the classroom. While one
person was rating items in the class, the other team member would be interacting with the
children to ensure that there would not be a focus taken away from the preschool environment.

Overall, we spent four hours and 30 minutes working with children in the preschool lab at
BYU-Idaho. This took place over the course of two different days in the preschool classroom.
Each team member was able to spend time in each area of the classroom, observing and taking
notes on the effectiveness of each area. While each of us were taking into account the entire
rating scale, we used our own experiences to come up with scores for each subscale and item.

As previously stated, on the days observed, the team was down a teacher. This did not
allow us to have ample time to sit in the classroom and observe. However, after preschool, much
time was spent in the classroom evaluating the environment, and interactions were carefully
observed during preschool hours as well, through our own interactions or those of our team
members.

As a team, we met up for five hours to discuss how the assessment was administered and
to discuss the item scores given. This took place over the course of three different days. The first
meeting was for an hour and 30 minutes on February 21, 2020. We then met on February 23,
3
ECERS NARRATIVE
2020 for two hours, and on February 24, 2020 to go over our results again and to evaluate the
items scored. The observation itself took place over two lab days.

The first day observed was February 4, 2020 and the second day was February 6, 2020.
Kayla Mecham and Alyssa Cottle, while having many similar scores, also ended up with scores
which were rated differently. This was mostly due to each teacher observing different, specific
interactions, or from a misunderstanding of what the environment rating scale was asking.
Through our discussions following our observations, we were able to discuss our different views
and find common ground regarding the classroom and the interactions we saw. It also helped us
to read the notes for clarification in the rating scale. In the end, we agreed on what scores to give,
and combined our observations and notes to come up with the same scores.

Summary of Area Scores (Graph)

ECERS - Febur ar y 2020

ECERS - Feburary 2020
6

0
Space and Personal Language Learning Interaction Program
Furnishings Care and Literacy Activities Structure
Routines

Strengths

Due to the fact that none of the subscales ended up with a rating of 6 or higher, we will focus on
our two highest scoring subscales, as well as looking at individual items that received a score of
6 or higher.

 Interaction. This subscale received a score of 5.20, our highest scoring subscale. This is
because both Kayla Mecham and Alyssa Cottle observed many positive interactions
between the staff and the children in the preschool classroom.
 Item 29. Individualized teaching and learning. This received a score of 7. Staff
were observed frequently moving around the classroom and interacting with
different children. They individualized their teaching to different children they
4
ECERS NARRATIVE
worked with, not only focusing on groups, but on learning experiences with
individual children.
 Item 30. Staff-child interaction. This item received a score of 7 as well. Staff dealt
with children in a positive manner, even when dealing with difficult situations in
which children were arguing or having trouble regulating their emotions.
Teachers remained calm and comforting to the children, adding to a comfortable
and relaxed atmosphere.
 Item 31. Peer interaction. This received a score of 7. Children were observed
playing with their peers throughout most of the day. When there were conflicts,
teachers were quick to help children come up with solutions or to help them
communicate with the other children.

 Language and Literacy. This subscale received a score of 5.0, our second highest scoring
subscale. The classroom was full of language and literacy, providing many opportunities
of growth for the children.
 Item 12. Helping children expand vocabulary. This item received a score of 7.
Staff were seen explaining the meaning of different words. For example, one child
was physically crying and yelling. One teacher explained this to the other children
by saying, “He said he is frustrated. This means that he is overwhelmed by his
feelings right now and would like to play alone for a little bit.”
 Item 13. Encouraging children to use language. This received a score of 6. Staff
were constantly conversing with the children. They would ask many open-ended
questions that built off of stories the children were sharing. One teacher asked a
child in the block area, “Why did you make this enclosure for your elephants?
What are they doing?”
 Item 15. Encouraging children’s use of books. This received a score of 7.
Teachers made significant efforts to make books look appealing to the children,
with many different books available in different areas of the classroom.

Areas of Improvement

 Item 2. Furnishings for care, play, and learning- This received a score of 2 because
adaptive furniture was not available for the child in the classroom with disabilities.
 Item 3. Room arrangement for play and learning- This received a score of 4 because five
interest centers were not used. Some play areas were not accessible to the child with
disabilities unless a teacher removed her from her wheelchair.
 Item 4. Space for privacy- This item received a score of 1. Staff was observed letting
children play alone but failed to redirect children to different parts of the classroom when
wanting to work alone.
 Item 5. Child-related display- This received a score of 4. Half of the children’s artwork
was group work not individualized artwork.
 Item 6. Space for gross motor play- This received a score of 1 because children were not
observed in gross motor play indoors or outdoors.
 Item 7. Gross motor equipment- This received a score of 1. On the days observed, the
temperature was too cold, so the children were not allowed to go outside. Gross motor
equipment was not observed indoors or outdoors.
5
ECERS NARRATIVE
 Item 9. Toileting/diapering- This item received a score of 2 because two children were
observed having accidents. Teachers did not check diapers or pull-ups during class time.
 Item 10. Health practices- This item received a score of 4 because teachers were not
observed asking children to wash hands when playing with dirty or wet materials.
 Item 11. Safety practices- This received a score of 4 because teachers left water and sand
on the floor in surrounding areas that posed as safety problems.
 Item 14. Staff use of books with children- This item received a score of 4 because
children were not engaged with the book in small focus. A book was not used to help
answer questions that the children had.
 Item 16. Becoming familiar with print- This item received a low score of 1. The kitchen
had printed words but did not have pictures on the labels. Children were asked to find
names on name tags and write their names, even when they were not capable of doing so.
 Item 19. Music and movement- This item received a score of 2 because music materials
were not available for children. The only music observed was played for transition time
on the staff’s iPad.
 Item 22. Nature/science- This item received a score of 3 because of the need of science
and materials found in nature.
 Item 23. Math materials and activities- This item received a score of 4. The score of 4
was reached based off the lack of math materials out for the children.
 Item 25. Understanding written numbers- This item was scored a 1. No effort was given
to direct the children’s attention to the numbers printed on the toys. Only one example of
printed numbers was found in the classroom, on the bottom of rubber ducks.
 Item 26. Promoting acceptance of diversity- This item received a score of 3. Less than 3
examples of racial and culture diversity were available in the classroom.
 Item 27. Appropriate us of technology- This item received a score of 3 because the staff
was not involved in helping the children with electronic media.
 Item 28. Supervision of gross motor- A score of 1 was given because the children in the
classroom were not observed engaging in any gross motor play indoors or outdoors.
 Item 32. Discipline- A score of 4 was given because children were not aware of the
classroom rules. Teachers had to remind children repeatedly of the rules set for the
classroom, such as hand washing, running, climbing, and throwing items.
 Item 33. Transitions and waiting times- A score of 4 was given because children were
observed not transitioning into gathering time. Many children were bringing chairs over
and running to corners of the classroom.
 Item 34. Free play- A score of 4 was given because there was no system used for
participation in activities.

ECERS Improvement Plan

Date: February 24, 2020
Lab/Classroom: Preschool Lab C
Observers: Alyssa Cottle and Kayla Mecham

Assessment Specific Indicators Explanation Plan For

Subscale Area and Within This Item Improvement
Specific Item In
6
ECERS NARRATIVE
Need of
Improvement

Personal Care Staff usually help Staff were observed The staff will post
Routines: Health children learn to helping the children updated
Practices  carry out hygiene wash their hands handwashing
practices correctly upon arrival, pictures that are
(Ex: hands washed however it was interesting to the
upon arrival and at observed that some children so it will
other times when of the children went capture their
needed). to snack without attention. The
having washed their pictures will be
hands. Children moved down so they
were not observed will be eye level with
washing their hands the children.
after playing with Pictures of washing
messy materials, or hands will be placed
before water play or on napkin boxes to
use of shared moist remind children to
materials. wash hands after
blowing their noses.
A picture of
handwashing will be
placed on the snack
cart for the teacher
in charge of snack,
to help remind
children to wash
their hands before
going to snack.

Our group will alert

the rest of our team
of the importance of
reminding children
to wash their hands
after playing with
messy materials.

Personal Care Staff usually During the The staff will

Routines: Safety anticipate and take observation, both decorate the closed
Practices action to prevent water and sand loft so that it looks
safety problems (Ex. were present in the like it is part of
remove toys from sensory tables. dramatic play. This
fall zones; close When spills will help encourage
gates or doors as occurred, nothing children to stay
7
ECERS NARRATIVE
needed; sweep sand was done to clean down off of the
off of running area; up the mess, decorations, and
wipe up spills that creating a safety therefore off of the
make floors hazard for the loft. A broom will be
slippery). children playing placed by areas that
around the area. can be potential
This applied to both hazards when messy
the sand and the materials are
water. The loft was involved. The staff
also off-limits for can sweep/clean
the children on the these areas when
day we observed, necessary, without
due to not all of the having to leave the
children being able classroom or the
to access it, and area. Towels will be
teachers failed to placed by areas that
anticipate that there have water that can
would be children be spilled on the
attempting to climb floor.
over the barricade.
Staff did not plan Staff will be alerted
for this, and several and reminded
children unsafely before lab starts
climbed over the each class day to
barricade and could watch for spills or
have been injured. children attempting
to climb the loft,
that problems may
be avoided before
they begin.

Learning Activities: No print numbers in Although print Staff will start to

Understanding display materials numbers were implement more
Written Numbers are accompanied by observed on rubber activities with
pictures that show ducks in the numbers, and will
what the number dramatic play area, make an effort to
means. this is the only time choose more toys
numbers were relating to numbers.
When children play observed during the When children are
with materials observation in playing with the
credited in 3.2 relation to play toys, staff will draw
(materials accessible materials. Even in the children’s
during the this instance, staff attention to the
observation), staff did not use these numbers in a
sometimes point out materials to positive manner.
the numbers and introduce children Staff will help
8
ECERS NARRATIVE
talk about them in a to what numbers children use their
way that interests look like, or attempt fingers to relate to
children.  to draw the the print numbers.
children's attention
At least 3 different to the numbers.  Through this, staff
play materials that will talk about what
help show children Children seemed numbers mean with
the meaning of print overall uninterested the children and
numbers are in the numbers incorporate them
accessible during accessible to them, into the children’s
the observation. and staff did not learning.
make an effort to
Staff show children talk about the
how to use materials meaning of the
and talk about the printed numbers.
meaning of printed
numbers.

Language and Print only used in a During our Staff will print off
Literacy: Becoming way that is not observation, there labels that have the
familiar with print clearly associated were pictures posted words as well as
with spoken of the steps to hand- pictures associated
language or washing in the with the words to
pictures. bathroom. However, help children
they were not at eye- identify what the
Children who are level, making it so word says. These
not yet able are that the children will be placed in
often asked to could not see them. areas of the
identify or write In essence, this was classroom where the
letters or words. ineffective. It was children can see
also observed that them.
Some visible print is children who were
combined with too young to spell Staff will help
pictures so that were being asked to incorporate letters
children can find their name tags and words in a way
understand upon entering the that is engaging for
meanings or sounds classroom. Some of the children and
that go with what them were also does not pressure
they are viewing. asked to write their them to know letters
names during or words. Staff will
Staff show that activities. They were add the word family
print is a useful tool not able to do so. to the pictures
as they explain how available around the
or why they use it. All other labels in classroom of the
the classroom did children’s families.
Picture/print not have pictures Lead teachers will
9
ECERS NARRATIVE
materials relate to with them. This is write down the
current classroom ineffective for snack and point to
topics and show a children who cannot and read that menu
variety of words. yet read letters. to the children. 
Staff did not read
Staff observed signs with children Teachers will ask
writing down what a or make any effort the children what
child says in a way to explain the use of they want written
that engages the words. throughout the day,
child. and will write what
It was also observed the children say
that teachers did not while reading it
write down what back to them.
children were saying
about their work, or
helping children to
write things down,
even the more
advanced children.
The children were
not engaged in
understanding print
or letters. Staff did
not place a priority
on helping children
hear the sounds of
letters or start to
recognize them.

There were no signs

with pictures
regarding the
current topic for the
day.
10
ECERS NARRATIVE

References

Harms, T., Clifford, R. M., & Cryer, D. (2015). Early childhood environment rating scale.

Teachers College Press.