ED5410 Clinical Practice Observation
Paris Lover30
SCORESHEET
Early Childhood Environment Rating Scale–Third Edition Thelma Harms, Richard M. Clifford, and Debby Cryer
Observer: ______________________________ Observer Code: ___ ___ ___
Center/School: __________________________ Center Code: ___ ___ ___
Room: ________________________________ Room Code: ___ ___
Teacher(s): _____________________________ Teacher Code: ___ ___
Time # of staff present # of children present
Highest number center allows in class at one time: ___ ___
Number enrolled: ___ ___
Highest number of children present during observation: ___ ___
Number of childen under 3 years of age in this class: ___ ___
Do any children in the group have food allergies? ____________
Do any families have food preferences? _____________
Date of Observation: __ __ / __ __ / __ __ m m d d y y
Number of children with identified disabilities: ___ ___
Check type(s) physical/sensory cognitive/language of disability: social/emotional other: _____________________
Birthdates of children enrolled: youngest __ __ / __ __ / __ __ m m d d y y oldest __ __ / __ __ / __ __ m m d d y y
Time observation began: ___ ___ : ___ ___ AM PM
Time observation ended: ___ ___ : ___ ___ AM PM
What space(s) are used for gross motor activities for this class?
______________________________________________________
Which gross motor spaces are used most often (indoors or outdoors)?
______________________________________________________
SPACE AND FURNISHINGS 1. Indoor space
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 1.4 3.4 3.5
1 2 3 4 5 6 7
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2. Furnishings for care, play, and learning
Y N Y N NA Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 3.4 5.4
3. Room arrangement for play and learning
Y N NA Y N NA Y N NA Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 1.4 3.4 5.4
4. Space for privacy
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 5.3
5. Child-related display
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 5.4 7.4
5.2. Child-sized? __________ ÷ _________ = ____________ (# child-sized) (# children) (% child-sized)
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
List defined interest centers:
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6. Space for gross motor play
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 5.3 7.3 5.4
7. Gross motor equipment
Y N Y N Y N NA Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 5.4
A. Subscale (Items 1–7) Score __ __ B. Number of Items scored __ __ SPACE AND FURNISHINGS Average Score (A ÷ B) __.__ __
PERSONAl CARE ROUTINES
8. Meals/snacks
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 5.4 5.5
9. Toileting/diapering
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 3.4
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
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10. Health practices
Y N NA Y N NA Y N NA Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3
11. Safety practices
Y N NA Y N NA Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 1.4 3.4
A. Subscale (Items 8–11) Score __ __ B. Number of Items scored __ __ PERSONAl CARE ROUTINES Average Score (A ÷ B) __.__ __
lANGUAGE AND lITERACY 12. Helping children expand vocabulary
Y N Y N Y N NA Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 5.4
1.1, 3.1. Safety hazards Major Minor
Indoors
Outdoors
5.2. Explain meaning of word (2 examples):
7.3. Expansion (2 examples):
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
Handwashing observed:
Upon arrival in class or re-entry from outdoors:
After sand or play with messy dry materials:
Before/after water play or use of shared moist materials:
After dealing w/ bodily fluids or skin contact with open sores:
After touching pets or contaminated objects:
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13. Encouraging children to use language
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 1.4 3.4 5.4 1.5 3.5
14. Staff use of books with children
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 1.4 3.4 5.4 7.4
15. Encouraging children’s use of books
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 1.4 3.4 5.4
5.4. Encourage social talk with other children (not with adults) (2 examples):
7.1. Staff questions to explain or expand (2 examples):
7.3. Staff/child conversations beyond class activities (1 example):
7.1. Use of books that relate to current class activities (1 example):
7.2. Staff and children discuss book content (1 example):
7.3. Books used informally (2 examples):
7.4. Use books to help answer questions (1 example):
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
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16. Becoming familiar with print
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 1.4 7.4
A. Subscale (Items 12–16) Score __ __ B. Number of Items scored __ __ lANGUAGE AND lITERACY Average Score (A ÷ B) __.__ __
lEARNING ACTIVITIES 17. Fine motor
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 3.4
18. Art
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3
Types of fine motor material (total of 10 required for 3.1; all categories must be represented for 5.1):
• Interlocking building materials:
• Art:
• Manipulatives:
• Puzzles:
7.1. Staff show extended interest in children’s use of fine motor materials (Observe for 2 children):
1.4. Observe 2 examples.
3.2. Observe 1 example.
5.3. Observe 1 example.
7.2. Observe 2 examples.
7.4. Observe 1 example.
3.3. Positive staff involvement with art (1 example):
5.1. Types of art materials (list example[s] for each):
• Drawing:
• Paints: • 3-D:
• Collage: • Tools:
5.3. Staff-child conversations about art (2 examples):
7.3. Staff write captions (1 example):
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
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19. Music and movement
Y N Y N NA Y N Y N NA 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 3.3 5.3 7.3 3.4 5.4
20. Blocks
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 3.3 5.3 7.3 3.4 5.4 5.5
21. Dramatic play
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3
5.1. Themes represented in props (2 examples):
5.3. Observe two conversations:
7.1. Diversity (4 examples):
7.2. Number talk in dramatic play (1 example):
Types of blocks (√ = observed):
__ unit
__ large hollow
7.2. Link written language to block play (1 example, evidence in display can count):
7.3. Staff points out math concepts related to blocks (1 example):
Types of music materials (3 needed for 3.1; 10 needed for 5.1):
• instruments:
• music to listen to (played by staff or child):
7.2. Point out rhyming words in songs, etc. (1 example):
7.3. Experiment with rhyming in songs (1 example):
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
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22. Nature/science
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3
23. Math materials and activities
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 5.4
24. Math in daily events
Y N Y N NA Y N Y N NA 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 7.3
3.1/5.1. Count/use math words during transitions and routines (1 example required for 3.1; 2 required for 5.1):
3.2/5.2. Math talk during play with non-math materials (1 example required for 3.2; 2 required for 5.2):
3.3. Math talk about daily events (1 example):
7.1. Connect print number/shape with use in environment (1 example):
7.2. Children explain math reasoning (1 example):
7.3. More complex tasks for older children (1 example):
3.2. Staff give info and ask questions:
5.2. Join in math materials play, ask questions, respond, show enthusiasm (3 examples):
7.2. Questioning that stimulates reasoning with materials (1 example):
7.3. Math activities with teacher input (1 example):
3.1/5.1.Types of nature/science materials (5 from 2 types required for 3.1; 15 from 5 types required for 5.1):
Living things: Tools:
Natural objects: Sand/water:
Factual books, picture games (5 books required):
3.2. Talk about nature/science in any way (1 example):
5.2. Talk about nature/science as children use materials (1 example):
5.3. Model care/respect for environment (1 example):
7.2. Help care for and talk about pet/plant (1 example):
3.1/5.1. Types of math/number materials (3.1 requires 2 from each category; 5.1 requires 10 total, with 3 from each category):
• Counting/comparing quantities:
• Measuring/comparing sizes, parts of whole:
• Familiarity with shapes:
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
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25. Understanding written numbers
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 3.4 7.4
26. Promoting acceptance of diversity
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3
27. Appropriate use of technology
Y N Y N NA Y N NA Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 5.4
A. Subscale (Items 17–27) Score __ __ B. Number of Items scored __ __ lEARNING ACTIVITIES Average Score (A ÷ B) __.__ __
3.3. Point out numbers on play materials (1 example):
3.4. Relate print number to number of objects or pictures (1 example):
5.1, 7.1. Play materials accessible showing print numbers and things to count (5.1 requires 3 examples; 7.1 requires 5 examples):
5.3, 7.3. Show children how to use materials with print numbers and talk about meaning (5.3 requires 1 example; 7.3 requires 2 examples):
7.4. Relate print number to number of fingers (1 example):
3.1, 5.2. Examples of diversity in materials:
___ Books ___ Pictures ____ Dolls and Other play materials
Total (3 required for 3.1; 10 required for 5.2):
5.1. Two types of dramatic play props showing diversity:
5.3. Types of diversity represented (Check if found):
Race___ Culture___ Age___ Ability___ Gender___
7.1. Diversity in learning activities (1 example):
7.2. Positive conversations about benefits of similarities and differences (1 example):
5.4. Staff actively involved? (1 example)1 2 3 4 5 6 7 NA
1 2 3 4 5 6 7
1 2 3 4 5 6 7
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INTERACTION 28. Supervision of gross motor
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3
29. Individualized teaching and learning
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 1.4 3.4
30. Staff-child interaction
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 1.4
31. Peer interaction
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
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32. Discipline
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 1.4 3.4 5.4
A. Subscale (Items 28–32) Score __ __ B. Number of Items scored __ __ INTERACTION Average Score (A ÷ B) __.__ __
PROGRAM STRUCTURE 33. Transitions and waiting times
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 1.4
34. Free play
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 1.4 3.4 5.4
35. Whole-group activities for play and learning
Y N Y N Y N Y N 1.1 3.1 5.1 7.1 1.2 3.2 5.2 7.2 1.3 3.3 5.3 7.3 1.4 3.4
A. Subscale (Items 33–35) Score __ __ B. Number of Items scored __ __ PROGRAM STRUCTURE Average Score (A ÷ B) __.__ __
1 2 3 4 5 6 7 NA
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
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TOTAl AND AVERAGE SCORES Score # of Items Scored Average Score
Space and Furnishings Personal Care Routines Language and Literacy Learning Activities Interaction Program Structure TOTAl
Observed Schedule
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