Early Childhood Environment Rating Scale

2002

473 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/35b923e9724a30ed9467342daef20153c3922052

Citations in the corpus

• Children's Conceptions of Participation and Influence in Pre-School: A Perspective on Pedagogical Quality (2001, unknown): “On the other hand, low quality in pre-school is characterised by strict rules set by the adults, with the voice of the child seldom being heard or taken into consideration (Harms & Clifford, 1980).”
• Social Relationships and School Readiness (2006, unknown): “Over the past 25 years, the most commonly used observational measure of quality in early childhood environments is the Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980) and the revised version of the ECERS (ECERS–”
• Early Child Care: The Known and the Unknown (2004, unknown): “The Early Care Environment Rating Scale (ECERS; Harms & Clifford, 1980) consists of 7-point ratings of the social, language, reasoning, and physical environment in child care centers.”
• Children's Social and Cognitive Development and Child-Care Quality: Testing for Differential Associations Related to Poverty, Gender, or Ethnicity (2000, unknown): “The quality of the classroom environment in all three studies was measured by the Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980), which examines the developmental appropriateness of classroom practices by assessing routine care needs, furnishings, and display; activities…”
• Early Childhood Assessment: Why, What, and How (2008, unknown): “The original scale was published in 1980 (Harms and Clifford, 1980) and was revised in 1998 (Harms et al.”
• Extending the School Day or School Year (2010, unknown): “Classrooms in the two programs were not found to differ in terms of the environment as measured by the Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980).”
• Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009, unknown): “The Early Childhood Environment Rating Scale (Harms & Clifford, 1998) and other similar tools have been used to track levels of and access to quality child care for young children and have been used to facilitate professional development with child care professionals.”
• Revisiting the Two Faces of Child Care Quality: Structure and Process (2005, unknown): “Another approach was to use a measure of global classroom quality, often the Early Childhood Environment Rating Scale (ECERS) (Harms & Clifford, 1980) or the Infant/Toddler Environment Rating Scale (ITERS) (Harms, Cryer, & Clifford, 1990).”
• Improving the Quality Of Infant—Toddler Care Through Professional Development (2005, unknown): “…changes in classroom quality were noted on comparisons of preand postconsultation ITERS (N = 6), Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980; N = 14), and FDCRS (N = 4) scores when caregivers participated in a consultation approach that included 10 to 14 consultation…”
• The Production of Quality in Child-Care Centers: Another Look (2000, unknown): “Two randomly selected rooms serving either infant–toddlers or preschoolers in each center were visited by observers and rated on global quality during a 3-hr period of the morning using the ECERS–ITERS instruments (Harms & Clifford, 1980; Harms, Cryer, & Clifford, 1990).”
• Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years (2006, unknown): “The overall quality of the child care was assessed using the Infant/Toddler Environment Rating Scale (ITERS; Harms, Cryer, & Clifford, 1990) and the Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980).”
• A Comparison of School Readiness Outcomes for Children Randomly Assigned to a Head Start Program and the Program's Wait List (2003, unknown): “Scores from the Assessment Profile have been correlated with the Early Childhood Environment Rating Scale (Harms & Clifford, 1980) at .64 (Wilkes, 1989).”
• The Relationship Between Teacher Beliefs and Practices, and Head Start Classroom Quality (2001, unknown): “…before and after the introduction of this concept by NAEYC, researchers have focused on operationalizing the meaning of developmentally appropriate practices through classroom observations (Bredekamp, 1986; Abbott-Shim & Sibley, 1987; Harms & Clifford, 1980; Hyson, Hirsh-Pasek & Rescorla, 1990).”
• The Evidence Base for Mental Health Consultation in Early Childhood Settings: Research Synthesis Addressing Staff and Program Outcomes (2008, unknown): “Similarly, Bowman Associates and Kagan (2003) found evidence that mental health consultation supported higher quality care, but they did not find a statistically significant difference between ECERS-R scores of comparison groups with shorter THE EVIDENCE BASE FOR MENTAL HEALTH CONSULTATION 1011 and ”
• Caregiver Training and Classroom Quality in Child Care Centers (2002, unknown): “Among the measures of process quality collected were (a) the Early Childhood Environmental Rating Scale (ECERS; Harms & Clifford, 1980) or the Infant–Toddler Environment Rating Scale (ITERS; Harms, Cryer, & Clifford, 1990), and (B) the Caregiver Interaction Scale (CIS; Arnett, 1989).”