October 24, 2017

CHILD 350; Section 1

ERS Narrative

Description

The Environmental Rating Scale, or ERS, is an assessment that rates the quality of the
environment based on a predetermined criterion. The version that was used for this assessment
was the ITERS, or Infant/Toddler Environment Rating Scale (Harms, Cryer, Clifford 2006),
which assesses the environment of children from birth to thirty months. There 39 total items
from 7 subscales that can receive a score of a 1-7. Some of the items were not scored because
they were not applicable to our toddler lab classroom. These were marked as “NA”. We scored a
total of 36 items. A score of 1 represents an inadequate score; a 3 represents a minimal score; a 5
represents a good score; a 7 represents an excellent score (Harms, et al, 2006).

How the Observation Was Completed

This assessment was conducted in the Brigham Young University- Idaho toddler lab primarily on
Wednesday, October 18, 2017 from 12:45-2 PM, however, some of the scores were determined
using past experience. Four teachers took part of this assessment. Marisol observed from a
booth while Makayla, Brianna, and Stephanie observed from inside the classroom during the
hour and fifteen minute class time. After this experience, we took time the next day as a group,
from 1:30 to 5:30 PM, to discuss administrative procedures and how we had scored the different
items.

As a group, we reviewed and scored the Space and Furnishings, Program Structure, and Parents
and Staff sections. We then discussed the scores that Marisol recorded for Personal Care
Routines, that Brianna found for Listening and Talking, which Makayla came up with for
Activities, and the scores that Stephanie observed for Interaction.

Although we took the time to discuss the scores, we did have some disagreements due to
difference in interpretation of the notes for clarification. For example, in Space and furnishings,
number 4: room arrangement, indicator 5.3 states that areas for quiet and active play are
separated. Stephanie marked that indicator as not being met because the slide is directly next to
the book area of the classroom, due to how the previous lab sets up the environment.

Another change can be found in the subscale Parents and Staff. Number 39: opportunities for
professional growth, indicator 7.1 states that support is available for staff to attend courses,
conferences, or workshops not provided by the program. This semester we had a free training on
child sexual abuse so that we can be better advocates for children. Some of us agreed that this
was an indicator that the program is seeking to provide further support for staff.

As a group, we came to a consensus of the following average scores:

Summary of Scores

● Space and Furnishings: 4

● Personal Care Routines: 5
● Listening and Talking: 5.67
● Activities: 5.33
● Interaction: 5.50
● Program Structure: 5.75
● Parents and Staff: 5.43

Strengths

While doing this assessment, none of the subscales received a score higher than 6, however, the
Program Structure subscale received a score of 5.75. The items that scored the best in this
subscale were free play and provisions for children with disabilities. The BYU-Idaho toddler lab
curriculum allows children to participate in free play for the majority of their time in the
classroom. The teachers are actively engaged in the children’s play by adding materials that
stimulate growth and interest. In addition, integration of children with disabilities is a major part
of the curriculum. The staff also take into consideration individual plans for all the children
including those with disabilities.
The subscale, Listening and Talking, received a score of 5.67. In this area, the teachers scored
fairly high in helping children use language skills, as well as in reading books with the children.
The verbal communication was personalized, and staff would use simple, yet descriptive, words
that were meaningful to the child. The books used in this program are also added and changed
each day to maintain interest of the toddlers. The staff use the books to interact with the children,
as well as allow them to use the books independently.

Areas of Improvement

Some areas of improvement that we identified were items of the subscales Space and
Furnishings, Activities, and Parents and Staff. Improvements can be made in Space and
Furnishings for the item: furniture for routine care and play. The low score of 2 here was given
because there is a bookshelf set up which is not sturdy and could fall on the toddlers. This is a
serious danger that needs to be fixed. Improvement is also needed in the Activity subscale, in
items: music and movement and nature/science. There have been no musical instruments
accessible for the toddlers to play with. Similarly, there are no pictures or books that represent
nature realistically, nor any science materials used. Finally, in the Parents and Staff subscale
there is another item that scored beneath a 4 that is a focus area of improvement. In the toddler
classroom, there are no opportunities given for the parents to participate or be involved in the
children’s program.

We also noted fairly low scores of 4 in other subscale sections on this assessment. Improvement
can be made with the ventilation in indoor space. The windows aren’t opened and there is no
skylight. There also needs to be more provisions for relaxation and comfort by setting out more
soft toys for the toddlers. In addition, teachers should hang mobiles and display artwork for the
children. In the Personal Care subscale, the health practices and safety practices need
improvement. It was observed that teachers are not washing their hands after wiping the
children’s noses, and outside there is a big drop off on the playset where a child could get
seriously injured. In the Listening and Talking subscale improvements are needed in helping
children understand language. The teachers need to practice using simple, descriptive words
when communicating with the toddlers.

In the Activity section, the blocks item needs improvement in having more sets and variety of
blocks accessible to the toddlers in the classroom. Teachers also need to improve awareness of
the whole classroom, even as they work one-on-one with a child. Similarly, teachers need to
improve using a calm tone of voice to enhance teacher-child interaction. Program Structure’s
item: group play activities scored low because of a lack in flexibility in changing or stopping an
activity when the toddlers lose interest. Finally, item: staff interaction and cooperation, specified
the need for more shared responsibility by the teachers so the care of the toddlers runs smoothly.

We have made a plan, as a group, to improve in these areas of the classroom.

 ITERS Improvement Plan

Date: 10/18/17
Lab/Classroom: Toddler Lab Room #202
Observer: Brianna, Stephanie, Makayla, Marisol

Assessment Specific Explanation Plan for Improvement

Subscale Indicators Within
Area and this item
Specific Item
in Need of
Improvement

Space and 3.3 All furniture is Our bookshelf We will add a wooden support piece to
Furnishings sturdy and in good is a bit taller the bookshelf so that it is sturdier and
2. Furniture repair. than our will not fall down.
for routine toddlers and
care and play is unstable. It
has fallen
down a
couple of
times.

Personal 3.1 No more than 3 On the large Teachers will plan their outdoor
Care Routines safety hazards that south activities on the smaller playground,
11. Safety could result in playground used primarily for toddlers. If we have
practices serious injury outside, there to use the other playground, a teacher
indoors and is a big drop will monitor the danger zone when
outdoors, off on the children climb up to make sure they go
combined. playset where to the slide.
a child could
get seriously
injured.

Personal 3.2 Hands of Sometimes Teachers will place handwashing signs

Care Routines children and staff teachers don’t up near the sink and will hold each
10. Health washed at least wash their other accountable for washing hands
Practices 75% of the time hands after after handling any bodily fluids. We
when needed to blowing a will remind each other to wash hands
protect health. child’s nose. when needed.
Interaction 5.1 Staff show We need to We will discuss it in our pre-conference
25. awareness of the work on and the person assigned to the booth
Supervision whole group even classroom will note how often our back is turned
of play and while working awareness. to the classroom or to other children.
learning with 1 child or a Some We will work on our positioning, such
small group. teachers don’t as having our backs to the wall, so we
position can see the whole classroom instead of
themselves to just one or two areas at a time.
see the whole
classroom.

Activities 3.1 Some musical We do not We aren’t allowed to have the same
18. Music and materials, toys, or have musical toys out daily, however, we will
movement instruments toys or incorporate musical instruments into
accessible for free instruments our lesson plans so that the children will
play daily, for accessible for be able to play them.
much of the day children to
(Ex. rattles, chime play with
toy, music box, daily.
xylophone, drum).
 Resources

Harms, T., Cryer, D., & Clifford, R.M. (2006). Infant/toddler environment rating scale. Rev. ed.

New York: Teachers College Press.