ECERS- R RATING MEASURES CAS 305: ADVANCED OBSERVATION AND ASSESSMENT IN EARLY CHILDHOOD

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· ECERS (Write At least 2 Anecdotal Notes Per Item- 6 total) and you have choose the rate from 1 to 7

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· Selected items from the Language-Reasoning Subscale of the Early Childhood Environment Rating Scale-Revised (ECERS-R)

· Item 16: Encouraging Children to Communicate

· Item 17: Using Language to Develop Reasoning Skills

· Item 18: Informal Use of Language

	Inadequate 1	2	Minimal 3	4	Good 5	6	Excellent 7
Item 16 Encouraging Children to Communicate	1.No activities used by staff with children to encourage them to communicate 2.Very few materials accessible that encourage the children to communicate		3.1 Some activities used by staff with children to encourage them to communicate 3.2 Some materials accessible to encourage children to communicate		5.1 Communication activities take place during both free play and group times 5.2 Materials that encourage children to communicate are accessible in a variety of interest centers		7.1 Staff balance listening and talking appropriately for age and abilities of children during communication activities. 7.2 Staff link children’s spoken communication with written language.
Item 17 Using Language to Develop Reasoning Skills	1.Staff do not talk with children about logical relationships .Concepts are introduced inappropriately		3.1 Staff sometimes talk about logical relationships or concepts 3.2 Some concepts are introduced appropriately for ages and abilities of children in group, using words and concrete experiences		5.1Staff talk about logical relationships while children play with materials that stimulate reasoning. 5.2 Children are encouraged to talk through or explain their reasoning when solving problems		7.1 Staff encourage children to reason throughout the day, using actual events and experiences as a basis for concept development. 7.2 Concepts are introduced in response to children’s interests or needs to solve problems
Item 18 Informal Use of Language	1.Staff talk to children only to control their behavior and manage routines 2.Staff rarely respond to children’s talk 3.Children’s talk is discouraged much of the day		3.1 Some staff-child conversation 3.2 Children allowed to talk much of the day		5.1 Many staff-child conversations during free play and routines 5.2 Language is primarily used by staff to exchange information with children and for social interaction 5.3 Staff add information to expand on ideas presented by children 5.4 Staff encourage communication among children, including those with disabilities		7.1 Staff have individual conversations with most of the children 7.2 Children are asked questions to encourage them to give longer and more complex answers

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