A Comparative Analysis of the Early Childhood Environment Rating Scale-Revised and Early Childhood Environment Rating Scale, Third Edition

Authors

• Jennifer Neitzel, The University of North Carolina at Chapel HillFollow
• Diane Early, The University of North Carolina at Chapel Hill
• John Sideris, University of Southern California
• Dore LaForrett, The University of North Carolina at Chapel Hill
• Michael B. Abel, National Louis University
• Margaret Soli, Child Trends
• Dawn L. Davidson
• Amanda Haboush-Deloye, University of Nevada, Las VegasFollow
• Linda L. Hestenes, University of North Carolina at Greensboro
• Denise Jenson, Georgia Department of Early Care and Learning
• Cindy Johnson, Nevada Department of Education
• Jennifer Kalas, Nevada Silver State Stars QRIS
• Angela Mamrak, The Pennsylvania Key
• Marie L. Masterson, National Louis University
• Sharon U. Mims, University of North Carolina at Greensboro
• Patti Oya, Nevada Department of Education
• Bobbi Philson
• Megan Showalter, The Pennsylvania Key
• Mallory Warner-Richter, Child Trends
• Jill Kortright Wood, The Pennsylvania Key

Document Type

Article

Publication Date

9-25-2019

Publication Title

Journal of Early Childhood Research

Volume

17

Issue

4

First page number:

408

Last page number:

422

Abstract

The Early Childhood Environment Rating Scales, including the Early Childhood Environment Rating Scale–Revised (Harms et al., 2005) and the Early Childhood Environment Rating Scale, Third Edition (Harms et al., 2015) are the most widely used observational assessments in early childhood learning environments. The most recent version of the scale addresses some of the criticisms in the research literature, particularly related to the organization of the Scale and the standard scoring procedures. In the current study, we explore the relationship between the two scales. Specifically, we evaluated the correlations between the Early Childhood Environment Rating Scale–Revised and the Early Childhood Environment Rating Scale, Third Edition, as well as the differences between the overall scores, individual items, and subscales. Implications for practice and future research are also provided.

Keywords

Child care; Early childhood education and care; Early childhood environment rating; Early learning; Early years settings; Quality care

Disciplines

Early Childhood Education | Pre-Elementary, Early Childhood, Kindergarten Teacher Education

File Format

PDF

File Size

134 KB

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Repository Citation

Neitzel, J., Early, D., Sideris, J., LaForrett, D., Abel, M. B., Soli, M., Davidson, D. L., Haboush-Deloye, A., Hestenes, L. L., Jenson, D., Johnson, C., Kalas, J., Mamrak, A., Masterson, M. L., Mims, S. U., Oya, P., Philson, B., Showalter, M., Warner-Richter, M., Wood, J. K. (2019). A Comparative Analysis of the Early Childhood Environment Rating Scale-Revised and Early Childhood Environment Rating Scale, Third Edition. Journal of Early Childhood Research, 17(4), 408-422.
http://dx.doi.org/10.1177/1476718X19873015