Assessing the Indoor or Outdoor Environment

Early Childhood Environment Rating Scale®, Third Edition: A Tool for Assessing Early Learning
Environments

As someone who works in a community center in our early childhood program, I’m always finding

ways to improve the quality of our early childhood spaces. This is why I chose to use the Early Childhood

Environment Rating Scale (ECERS-3) as a tool for the indoor assessment. At my previous job we used this

ECERS, and it was helpful and a great tool to use to set up the learning areas in the room. The

Environment Rating Scale is a research-based assessment that’s designed to help evaluate the quality of

the learning environment for children preschool age (3-5 years old). In this essay, I will explain why I

chose ECERS-3, what I liked about it, and why it was a good choice. I will also develop a plan for

improvement based on the assessment and explain how I will support the educator(s) to increase the

effectiveness of the learning environment.

ECERS-3 is a comprehensive tool for evaluating the quality of early childhood learning environments.

I chose this assessment tool because it includes all the key components of a high-quality learning

environment. These components include space and furnishings, personal care routines, language, and

literacy, learning activities, interaction, program structure, and parents and staff (Harms, Clifford, &

Cryer, 1970). This rating scale will allow me to evaluate each component and make changes if needed.

One of the main reasons I decided to use this tool and what I like about ECERS-3 is that it provides

clear guidelines on what is needed to have a high-quality learning environment. This tool allowed me to

identify strengths and weaknesses in the learning environment and then create a plan for improvement.

Like in our pretend play area we could add more current items and see if parents can bring old clothing.

Also, the location of the pretend play area near the quite reading area made no sense, so we rearranged

the room. I also like being able to see how the learning environment improved and if the changes made

were effective and seeing how the kids react to the changes.
 Using ECERS assessment, I created a plan for improvement. In this cases the changes were minor, we

focused on program structure and space. To improve these areas the action plan had realistic goals. For

the space and furnishing components, the main goal was to create a comfortable reading area away

from the pretend play area. I suggested a new rug, a pick-a-book stand, and pillows (colorful), chairs or

mini sofa. For the dramatic play area, I suggest adding more kitchen items, food and more dress up

items. For the program structure, the overall goal was to get the kids to understand and follow the daily

schedule. I suggested a routine that is more predictable and visible, like a schedule using photos of

what’s happening that day.

To make sure the goals are being met, I would provide support for the teachers responsible for

making the changes. Doing this will be providing training on creating new routines, involving all staff in

picking out new furnisher and materials for the reading, and dramatic play area. And lastly, provide

resources that are aligned with the program’s goals.

ECERS-3 provides educator(s) a standardized tool for assessing the learning environment. This tool

allowed me to identify areas for improvement and create a plan for change in my space. As an educator

in early childhood, it’s my responsibility to ensure the learning environment is high quality to promote

the success of every child that enters the classroom. Using a tool that is research-based like ECERS can

improve the learning environment and have a positive impact on the children in the classroom.
 Citations

Harms, T., Clifford, R., & Cryer, D. (1970). Retrieved from https://fpg.unc.edu/publications/early-
childhood-environment-rating-scale-third-edition-ecers-3