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Brain Building

Child Development and Education, Inc, with the Institute of Education and Professional Development, supports the Brain Building in Progress Campaign to promote awareness of child development, foster cognitive, social and emotional development and emphasize the importance of giving our children a strong foundation to learn and grow. VISIT WEBSITE for more information



The Environment Rating Scales


ARNETT Caregiver
Interaction Scale

Arnett-Caregiver Interaction Scale has 26 items and is designed to measure the emotional tone, discipline style, and responsiveness of the caregiver in the classroom. The items are usually organized into the following four subscales: (1) positive interaction (warm, enthusiastic, and developmentally appropriate behavior), (2) punitiveness (hostility, harshness, and use of threat), (3) detachment (uninvolvement and disinterest), and (4)permissiveness.

The scales are designed to assess process quality in an early childhood or school age care group. Process quality consists of the various interactions that go on in a classroom between staff and children, staff, parents, and other adults, among the children themselves, and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions. Process quality is assessed primarily through observation and has been found to be more predictive of child outcomes than structural indicators such as staff to child ratio, group size, cost of care, and even type of care, for example child care center or family child care home (Whitebook, Howes & Phillips, 1995).

In order to provide care and education that will permit children to experience a high quality of life while helping them develop their abilities, a quality program must provide for the three basic needs all children have:

The Environmental Rating Scales (ERS) consist of a series of four scales that share the same format and scoring system. Each of the scales assess a different age group and/or type of early education and care setting. The ERS is a valid and reliable tool for program evaluation. Programs can use the appropriate scale for self-assessment and to determine areas for improvement. In this session, participants will learn about the content and use of the Early Childhood Environment Rating Scale, practice scoring, review results, and describe strategies for program improvement.

The Arnett caregiver Interaction Scale is designed to measure the emotional tone, disciplinary style, and the responsiveness of the educator. During this training, participants will review the organization and content of the Interaction Scale, practice using the tool as a self-assessment measure, and utilize the results to identify areas for improvement.

Both of these rating scales are designed to access quality in early childhood or out-of school time care. Use of these tools in this manner serves to help educators plan programs that improve the environment and increase positive interactions with children.


Early Childhood Environment Rating Scale (ECCERS-R) /
Infant/Toddler Environmental Rating Scale (ITERS – R)
and the Arnett Caregiver Interaction Scale

ece pic ite pic

Using the Early Childhood Environment Rating Scale (ECERS/ ITERS) and the Arnett Caregiver Interaction Scale for Program Assessment and Improvement, Level 1

Course Description:

In this training, participants will learn about the content and use of the ECERS/ITERS, practice scoring, review results, and describe strategies for program improvement. The ECERS/ITERS is a valid and reliable tool for program evaluation. Programs can use this scale for self-assessment and to determine areas for improvement. The Arnett caregiver Interaction Scale is designed to measure the emotional tone, disciplinary style, and the responsiveness of the educator. During this training, participants will review the organization and content of the Interaction Scale, practice using the tool as a self-assessment measure, and utilize the results to identify areas for improvement. Use of these tools in this manner serves to help educators plan programs that improve the environment and increase positive interactions with children.

Using your Infant/Toddler Environment Rating Scale (ITERS) Results for Program Improvement: Level 2

Course Description:

Quality early education and care is vital for children, families, and educators and society. It allows parents to be more productive and efficient at work while providing a strong foundation for children’s school and life success. The Environment Rating Scales, including the Infant/Toddler Environment Rating Scale (ITERs), helps educators/programs to assess program quality. The results of the self-assessment can then be used to identify action steps to improve program quality. In studies, a relationship was found between higher scores on the ITERs and more positive child development outcomes that are considered important for later school success.

This training is designed to support educators and administrators who have completed the ITERs prior to attending this training. During the training, participants will examine self-assessment scores, participate in activities designed to clarify and examine quality components in the tool, review identified strengths and challenges, identify strategies to implement quality improvements, and review/complete and/or revise their Continuous Quality Improvement Plan (CQI).

Participants need to bring the following to the training:

Prerequisites:
Attended Level 1 training on the ITERs content and scoring, completed scoring, updated program and professional improvement plans.

Using your Early Childhood Environment Rating Scale (ECERs-R) Results for Program Improvement: Level 2

Course Description:

Quality early education and care is vital for children, families, and educators and society. It allows parents to be more productive and efficient at work while providing a strong foundation for children’s school and life success. The Environment Rating Scales, including the ECERs-R, helps educators/programs to assess program quality. The results of the self-assessment can then be used to identify action steps to improve program quality. In studies, a relationship was found between higher scores on the ECERs and more positive child development outcomes that are considered important for later school success.

This training is designed to support educators and administrators who have completed the ECERS-R prior to attending this training. During the training, participants will examine self-assessment scores, participate in activities designed to clarify and examine quality components in the tool, review identified strengths and challenges, identify strategies to implement quality improvements, and review/complete and/or revise their Continuous Quality Improvement Plan (CQI).

Participants need to bring the following to the training:

Prerequisites:
Attended Level 1 training on ECERs content and scoring, completed scoring, updated program and professional improvement plans.



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Trainings Offered:

REGION 1 - TBA

REGION 2 - Tuesday and Thursday, March 14 and 16, 2017- Worcester, MA 6:30PM-9:00PM

REGION 3 - TBA

REGION 5 - TBA

REGION 6 - Tuesday, November 29 and December 6, 2017- Quincy