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ITERS Narrative

Abish N. Salinas Garcia

Department of Home and Family, Brigham Young University - Idaho

CHILD 350: Observation and Assessment

October 26, 2021

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ITERS

The ITERS, Infant/Toddler Environment Rating Scale, it is designed to assess the overall

quality of early childhood programs by measuring environmental features that may influence the

outcomes of children (Harms, et al., 2017). ITERS is divided into subscales such as the Space

and Furniture, Language and Books provided in the classroom. As well as the Personal Care

Routines enhanced, Activities, and Interaction of teachers with students, as well as how a normal

day goes in a normal day of school. This assignment was conducted using the Infant/Toddler

Environment Rating Scale in a preschool classroom and despite the difference of the rating scale

and the ages of the children, there were found some areas for potential improvement at the

preschool.

Nahomy Salinas observed the classroom in room 219 of the Clarke building at Brigham

Young University - Idaho during the Monday and Wednesday morning preschool from October

12th-24th, spending an average of an hour in three different days from the booth and one day from

the classroom. The observation in rating the scale was made over time in four different days of

preschool.

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ITERS, involvement from the classroom staff was made in discussing some observations and

scores noticed from inside and outside of the classroom.

Some of the strengths found from the results of the assessment conducted on the

preschool were found on the following subscales: Language and Books by having an average

score of 6.16. A few examples from the strengths are based on the encouragement on vocabulary

development that is made in the classroom when teachers talk about topics related to the “here

and now,” in addition to how the teachers explain the meaning of words to children or the

teachers expand their knowledge by adding information to what the children already know.

Along with the responsive communication to children through words and ideas for instance,

counting with them, encouraging the children to communicate by asking appropriate questions,

etc.

Another strength was found in the Interaction and Program Structure. The Interaction

subscale receive an average score of 6.16. Some examples of the interaction observed were the

supervision of the staff towards the children by helping them initiate gross motor activities,

helping to develop new skills and explaining step by step to the children or by providing

guidance on how to perform certain activity as well as supervision while children play along

with how the teachers encourage new activities or experience related to the classroom activities

next to the motivation on peer interactions as they talked about their feelings and actions.

Additionally, the subscale Program Structure had an average score of 7.00 and some of

the examples noticed from this area were the attentive and respond time from the teachers

towards the transitions or activities that were schedule. Teachers also maintained different plays

areas that allowed the children to keep themselves engaged as the teachers tried to reorganize the

tables so the other children could play as well.

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In the contrary, some of the items inside of the subscales that score less than a 4 are the

following and are followed by an explanation on why they scored low:

- In Space and Furnishing, Item 1 was scored 4 because ventilation cannot be controlled by

room staff. For example, windows cannot be opened, heat/AC controls are not located in

the room, etc.

- Item 4 in Space and Furnishing as well scored a 2 due to the lack of artwork displayed in

the classroom and for some items displayed not being within easy reach or visible to the

eye-level of the children.

- In the Personal Care Routines, item 5 Meals/snacks it was scored with a 2 due to the

absence of hand hygiene and sanitizing table before and after eating. Normally is only

done before, but never after.

- Subsequently item 5.3 and 7.3 were also a “No” having the same explanation as

explained previously.

- Item 6, Diapering/toileting score one because diapers were never observed to be checked

at any point during the four days of observation.

- In the subscale Language and Books, item 13, Staff use of books with children scored 4

due to no observation on the teachers talking about the pictures of the book, but only

reading the story to the child.

- In activities, Item 15, scored 4 out of 7 due to low different choices of appropriate fine

motor materials that were accessible in the classroom for children.

- Item 16, art scored 2 because it was not observed teachers pointing or mentioning at the

colors when the children were using it during art.

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- Item 17, Music and movement scored 1 due to the staff not singing or encouraging

singing during the transitions or in a informal setting.

- Item 20, Nature/science scored 4 out of 7 because during the observation time it was not

observed an interaction between teacher and a child in which the teacher points out or

talk about nature/science materials or experiences such as the weather or the clothing we

need for the change of weathers, etc.

- Item 22, Appropriate use of technology in the classroom was given a N/A because in the

preschool classroom observed technology is not implemented directly with the teacher,

but it was used at the moment of playing songs for the children, etc.

- Item 23, Promoting acceptance of diversity scored a 2 because they were not visible at

least 3 different examples of racial or cultural diversity in the materials.

- Item 24, gross motor scored 2 because the playground is used for all preschool sections at

the same time and there is not a specific schedule to separate children by ages.

- In the subscale Interactions, Item 29, Providing physical warmth/touch scored 2 due to

hugs not being part of the routine when children come to preschool or leave part of this

score also comes because of the situations that we are living with COVID-19 trying to

protect the children by getting sick provoked by physical contact with other children or

the teachers. Physical contact is still given only when needed and justify and by taking

the necessary precautions in order to ensure the teacher and child are healthy and safe.

ITERS IMPROVEMENT PLAN

Assessment Subscale Specific Indicators Explanation Plan for Improvement

Area and Specific Within This Item
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Item in Need of
Improvement
Personal Care Major problems with Check diapers and Create a checklist of all
Routines: diapering/toileting observe toileting the children who are not
Diapering/Toileting schedule needs for those who potty trained and
do not use diapers. assigned one person to
check twice during the
preschool time if there is
a need for a diaper
change.
Personal Care Some attention given Sanitize and washing Create a snack checklist
Routines: to sanitary food hands before and so that the person who is
Meals/Snacks service. after snack. assigned snack can
check all of them before
serving snack to the
children.
Activities: Staff not observed Formal or informal Give an in-service about
Music and movement singing with children. singing in order to songs and how to
provide more music incorporate finger play
and movement and other types of
opportunities. techniques to encourage
music and movement in
the classroom. Provide
teachers with a booklet
of songs they could sing
to the children in an
informal or formal way.

References
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Harms, T., Cryer, D., Clifford, R. M., & Yazejian, N. (2017). Infant/Toddler Environment

Rating Scale, third edition. New York, NY: Teachers College Press, Columbia

University.