Make relevant suggestions for improvement, once you have analyzed the preschool environment using the Early Childhood Environment Rating Scale.

education

Description

Assignment 2: Early Child Environment

Outcome 2: Complete the Early Childhood Environment Rating Scale to analyze a preschool environment.

Outcome 3: Make relevant suggestions for improvement, once you have analyzed the preschool environment using the Early Childhood Environment Rating Scale.

Instructions

For this assignment you will complete the Early Childhood Rating Scale on a preschool environment and make appropriate suggestions for improving the environment. The Booklet you will require is ECERS-3, 3rd. edition

1.    Read through and become familiar with the Clifford, R., Cryer, D. & Harms, T. (2015) Early childhood environment rating scale (3rd. edition). New York, NY. Teachers College Press. Grading is carefully explained by corresponding section, including subscales and notes for clarification.

2.    Choose a preschool environment (3-5 year olds) in your area. Discuss the assignment with the teacher of the program so that he/she is aware of what you will be doing. If you are currently working in a preschool program you may use that environment.

3.    Following the guidelines set out in the booklet, ECERS-3, 3rd Edition, begin by reading pp 7-10, then read the rating scale items and notes for clarification for each section, beginning with Space and Furnishings, and administer the rating scale beginning on p. 84.  Students will reference course materials and the booklet when making choices for the six sections.

4.    When you have completed the rating scale, write a summary of your experience, and make specific suggestions for improving the environment based on the results of the rating scale.

5.    Scan and submit all score sheets, your written summary, and suggestions for improvement. Be sure to consider all areas of the environment when completing your summary and making your suggestions for improvement.

Note: You might also find the tables in Appendix B (Feeney, et al., 2010, pp. 473-478) helpful for your evaluation and suggestions.

Click HERE for a grading rubric for this assignment.

 

 

Assignment 2: Early Childhood Environments Rating Scale – Evaluation and Recommendations

 


Value: 25%     Due: Week 7

Criteria

Exemplary
5

Accomplished
4

Developing
3

Beginning
2-1

ECERS Scoring

  • Scoring is accurate and uses guidelines appropriately.
  • Scoring is accurate with only occasional difficulties.
  • Scoring is often problematic and doesn’t consistently follow guidelines.
  • Scoring is problematic throughout.

Summary

  • Summary is clear and reflects the ECERS scoring.
  • Summary is generally clear and usually reflects the findings in the scoring.
  • Summary is sometimes unclear and doesn’t appear to reflect the findings in the scoring.
  • Summary is either missing &/or doesn’t reflect the findings in the scoring.

Suggestions for Program Improvement

  • Suggestions for improvement are clear and logical.
  • Suggestions are realistic and achievable.
  • All areas of the environment are considered in the suggestions.
  • Suggestions for improvement are usually clear and logical.
  • Suggestions are mostly realistic and achievable.
  • Most, but not all areas of the environment are considered.
  • Suggestions for improvement are sometimes clear and logical.
  • Suggestions are often unrealistic &/or unachievable.
  • Only some of the areas of the environment are considered.
  • Suggestions for improvement are not clear or logical.
  • Suggestions are either unrealistic or unachievable.
  • Only some of the areas of the environment are considered.

Organization and Format

  • Clearly meets basic assignment criteria
  • Ideas are well-organized
  • Correct writing mechanics are used
  • Writing style lends interest to the overall work; tone of writing is individual, insightful and engaging
  • Meets basic assignment criteria, but occasional errors or omissions impact clarity
  • Most ideas are organized effectively
  • Correct writing mechanics are used
  • Writing style is pleasant and "safe"
  • Meets some of the assignment requirements, but frequent errors or omissions impact clarity
  • Ideas are not clearly organized; message is often unclear
  • Incorrect writing mechanics often impedes the essay’s message
  • Writing style contains generalities and few personal insights.
  • Meets few of the assignment requirements
  • Ideas lack logical organization and flow
  • Frequent mechanical errors impede the message, making it difficult to understand
  • Writing style is lackluster; individual perspective or sincerity are not evident

 

 

Print This Page

 

 


Related Questions in education category