Early Childhood Environmental Rating Scale

Revised Edition
Classroom Checklist
Space and Furnishings
1. Indoor space
Sufficient /ample space for adults, children and furnishings.
Good ventilation, adjustable natural lighting, temp. control, sound absorption.
Space in good repair.
Space clean and well maintained.
Space is accessible to all children and adults.

2. Furniture for routine care, play and learning.

Sufficient child-sized furniture in good repair.
Adaptive furniture available for children with disabilities.
Routine care furniture is convenient to use. (cots stored for easy use)
Woodwork bench, sand/water table, or easel used.

3. Furnishings for relaxation and comfort.

Substantial soft furnishings available to children.(carpeted play space, cushions)
Soft toys accessible to children.(2’s-3’s/2 soft toys per child;4’s-K 10 toys available)
Cozy area accessible to children for substantial portion of the day.(Carpet, cushions, rugs)
Cozy area is not used for physical play.
Substantial cozy area defined by use of several examples combined to create softness; pillows, rugs, stuffed
toys)
Cozy area located outside of heavy traffic.
Cushions free of tears.

4. Room arrangement for play

Interest centers defined: 2 centers minimal, 3 centers good, 5 centers excellent (ex: art activities, blocks,
dramatic play, reading, nature/science, manipulatives and fine motor)
Visual supervision of play space is not difficult.
Sufficient space available for at least 3 activities to go on at once.
Centers conveniently equipped.( shelving close by, water near art)
Quiet areas sufficiently separated from noisy areas. (Open shelf does not work as a barrier)
Space arranged so most activities are not interrupted.
Space arranged to discourage rough play or running.
Centers organized for independent use by children. Materials available and easy to access)
Additional materials available to enhance interest centers.

5. Space for privacy

Children are allowed to find or create a space for privacy.
All spaces used for privacy must be easily supervised by staff.
Staff must help enforce the protection rule to count as a private space.
Spaces for privacy are set aside for one or two children to play uninterrupted by others( ex: writing center,
small light table, wood working bench)
Space for privacy accessible for substantial portion of the day.
More than one space is accessible.
Staff intentionally set up a space for one or two children to use (ex: computer, peg boards at a small table)

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6. Child-related display
No materials depicting violence or prejudice of any kind.
Appropriate materials displayed are developmentally appropriate for children’s age.(75%DAP)
Much of the displays are related to current activities (30% minimum). Info should depict children’s work on
current topics of study. (Photos, charts, info on upcoming field trip) This indicator does not count displays of
unrelated art work, but actual information being studied or learned.
Most of the work is done by children (ex: children signing name to a chart, height charts with names, stories
using dictations from children, photos of children engaged in activity , around50% of display should be
children’s work)
Many items displayed on children’s eye level.
50% -to almost all of children’s displayed work is individualized. “Individualized work” means that each child
has selected the subject and or media and has carried out the work in his or her own creative way.
Some work displayed is three -dimensional child created work. It has height, depth and width. ex: play
dough/clay sculptures, wood sculptures, recycled junk)

7. Space for gross motor play

Gross motor play is generally safe. Sufficient cushioning under climbing equipment)
Adequate space outdoors and some space indoors for physical play. Adequate means adequate for the group
size using it.
Gross motor opportunities are available at least ½ hour for < than 4 hour program; 1 hour for 4 or more hours.
Space is easily accessible.
Space is organized so activities do not interfere with each other.
Outdoor gross motor space has a variety of surfaces permitting different types of play.( at least one hard
surface and 1 soft play surface available daily outdoors)
Outdoor area has some protection from the elements. ( Protection should match most prevalent weather
condition( ex: sun-shaded area, wind-wind breakers)
Space has convenient features. (ex: close to toilets, drinking water storage and direct access) Need at least
two

8. Gross Motor equipment

Gross motor equipment accessible to all children for at least 1 hour daily (full day) ½ hour daily for less than 4
hours. (climbing, sliding, balancing or other equipment. Does not include benches, shelving, or fences.
Equipment is in good repair. (Appropriate fall zones -9 “ under fall zone, materials appropriate to the
developmental age of the children)
Most of the equipment 75% of the stationary equipment is suitable for the age and ability of the children
served.
There is enough gross motor equipment that children have access without a long wait.
Equipment stimulates a variety of skills (ex: balancing climbing, bicycling, wheeled toys, ball play, jump ropes,
hula hoops, tossing games, aiming games) Generally 7-9 different skills
Adaptations are made for children with disabilities.
Both stationary and portable equipment is used. “Portable” equipment means that portability is part of the
play potential (ex: bats, balls, wheeled toys, skates, tennis rackets, Frisbees, jump ropes) Stationary
equipment is that equipment that children cannot or should not move even if it is not anchored down.
Gross motor equipment stimulates children on different levels. (Climber has ramp and ladder)

Personal Care Routines

9. Greeting/departing
Most children are greeted warmly (75%)
Departure is well organized
Parents are allowed to bring children into the classroom.
Each child is greeted warmly.
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 Pleasant departure. (children are not rushed and everyone is told good-bye)
Parents greeted warmly at least 75% of the time.
When children arrive they are helped to become involved in activities, if needed. (Especially when a child
arrives after the rest of the group)
Children are busily involved until departure. (no long waiting time without activity)
Staff use greeting and departures as an information sharing time with parents.

10. Meals/snacks
Meal and snack time appropriate for children(when children are hungry)
Well balanced meals/snacks. (Use USDA Guidelines for meals/snack components)
Sanitary conditions maintained ( three- step sanitation process used, hand washing before and after eating)
Non-punitive atmosphere during meals/snacks.
Allergies posted and food /beverage substitutions made. ( A food /beverage substitution made in the case of
allergies or family restrictions must meet the primary meal/snack nutrient combination of the food/beverage
it replaces( Ex: milk replaced by soy milk)
Children with disabilities included at the table.
Most staff sit with children during meals/snacks.
Pleasant social atmosphere.
Children are encouraged to eat independently (using utensils child sized)
Dietary restrictions of family followed.
Children help during meals/snacks. (Ex: set table, wipe up spills, clear table)
Child sized eating utensils used to make self-help easier. (tongs, pitchers, bowls, spoons)
Meals and snacks are times for conversation between staff and children and children with each other.

11. Nap/rest ( Not available for programs less than four hours)
Nap is scheduled appropriately for most of the children .(ex: most children sleep)
Sanitary provision for nap/rest. (cots 18” apart (Score of 3), clean sheets /coverings, coverings not touching
another cot when stacked)
Sufficient supervision provided throughout nap. (one alert person at all times)
Calm, non-punitive supervision.
Children helped to relax (comfort toy, music, back rubbing)
Space is conducive to resting (dim lights, soft music, cots placed for privacy)
All cots are placed three feet apart. (score of 5)
Nap/rest schedule is flexible to meet individual needs. (tired children given place to rest during play time)
Provisions are made for non-nappers and early risers.

12. Toileting/diapering
Sanitary conditions are maintained. If the same sink is used by children or adults for both diapering/toileting
and food related routines or for other purposes it must be sanitized by spraying sink and faucets with a bleach
solution after toileting. Children /or teacher must use paper towels to turn on/off faucet. Diapering of an
older child must be done in a sanitary manner that maintains the child’s dignity
Basic provisions are made for care of children.
Staff and children wash hands upon arrival, after wiping noses, toileting, before and after eating, before and
after water play, after messy play and going outdoors. Hand sanitizer is not considered an appropriate
alternative to hand washing.
Sanitary conditions are easy to maintain. 5
Provisions are convenient and accessible. 5
Pleasant staff child interactions. 5
Child sized toilets and sinks provided. 7
Self-help skills promoted as children are ready. 7

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13. Health Practices
Adequate hand washing takes place by adults and children upon arrival (3) Before and after water play, after
messy play. (75% of the time) after dealing with bodily fluids. After touching contaminated objects and
surfaces.
Staff take action to cut down on the spread of germs.
No smoking in child care areas.
Children are dressed properly for indoors and outdoors. 5
Staff model good health practices. (ONLY eat and drink healthy foods in front of children, check and flush
toilets in children’s bathrooms. 5
Care given to children’s appearance (faces washed, soiled clothes changed, aprons provided for water and
messy play) 5
Children taught to manage health practices independently. Taught hand washing techniques and self-help
skills. 7
Individual toothbrushes properly labeled and stored; used at least once a day in full day program. 7

14. Safety Practices

Indoor Hazards
 No major safety hazards indoors or outdoors. (no more than 5 minor hazards)3
 No safety caps on electrical outlets, loose electrical cords, heavy objects on furniture that can be pulled
down.
 Any items marked “keep out of reach of children” are available. (hand sanitizer, sunscreen, hand lotions)
Must be LOCKED away.
 Water temperature too hot.
 Rugs or mats that slide.
 Open stairwells accessible.
 Play areas in front of doors.
Outdoor Hazards
 Tools not meant for children are accessible to children.
 Substances marked KEEP OUT OF REACH of CHILDREN are available.( Hand sanitizer, sun screen)
 Sharp or dangerous objects present.
 Unsafe walkways or stairs.(Slippery, cracked, no hand rails)
 Easy access to road.
 Hazardous trash accessible.
 Play equipment too high, not well maintained, unanchored.
 Play equipment poses a threat of entrapment, injury from pinch points or projections.
Adequate supervision to protect children’s safety indoors and outdoors.
Essential materials to handle an emergency-(bring first aid kit to playground if you do not have immediate
access to classroom)
Staff take action to prevent safety hazards. 5
Staff explains reasons for safety rules to children.5
Playground arranged to avoid safety problems. (younger children play in a separate area, equipment proper
size for children playing on it) 7
Children generally follow safety rules.7

16. Encouraging children to communicate

Materials available to encourage language-play phones, flannel board stories, dramatic play props.2
Some activities used by staff to encourage language.3
Some materials accessible to encourage children to communicate at least 30 minutes per ½ day session.3
Communication activities generally appropriate. (No violent or sexually explicit songs allowed)

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 Communication activities take place during free play and group times. Dictation of children’s words or small
discussion about class activities.5
Materials that encourage children to communicate are accessible in a variety of interest centers.5(props in
block area, puppets, flannel boards)
Staff balance listening and talking appropriately for age and abilities.(leave more time for a child to respond)7
Staff link children’s spoken communication with written language. Dictation or helping children write. (Does
not include labels around the room.)

17. Using language to develop reasoning.

Staff do not talk to children. Ignore questions and do not talk to them about daily events.1
Concepts are introduced inappropriately. (too difficult for age and ability, use of worksheets without concrete
experiences or teacher gives answers without helping children figure out the answer…very important that you
give children time to respond and give answers.
Staff sometimes talk about logical relationships.( outside comes after snack, differences in sizes of blocks) 3
Some concepts are introduced appropriately for ages and abilities of children in the group( Guides children
with questions and words to sort by attributes answer a question posed such as why do you think the ice is
melting?3
 Key Point: Teachers facilitate children’s logical thinking by posing questions individually and in groups.
Staff talk about logical relationships while children play with materials that stimulate reasoning (sequence
cards, same and different, sort and number and math games.5
Children are encouraged to talk through or explain their reasoning when solving problems. (two instances
must be observed ).5
Children are encouraged to talk through or explain their reasoning when solving problems. ( Explain why they
sorted objects into different categories. 5
Staff encourage children to reason throughout the day using events and experiences as a basis for concept
development. 7
 This can happen all day especially in the area of social-emotional development. What do you think will
happen if you? What could you do differently? Pose questions to get children thinking! (at least two
examples must be observed)
Concepts are introduced in response to children’s interests or need to solve problems. Ex: Talk through how
to balance a tall block building, figure out how many spoons needed to set table. (2 examples must be
observed)

18. Informal use of language

Staff talk to children only to control their behavior and manage routines. 1
Staff rarely respond to children’s talk. 1
Children’s talk is discouraged much of the day. 1
 This is especially marked off if children are not allowed to talk at mealtimes.
Some staff-child conversations (Ex; yes/no or short answers given to children. 3
Children allowed to talk much of the day. 75% of language is used for information exchange and social
discussion than for control and management. 5
Many staff –child conversations during free play and routines. 5
Staff encourage communication among children including those with disabilities, teach children to listen to
one another, teach all children to sign if a classmate uses signing to communicate. 5
Staff have individual conversations with most of the children. (Several instanced must be observed, greetings,
center times, outside play, etc.)
Children are asked questions to encourage them to give longer and more complex answers (Vary “wh”
questions) must observe several instances. 7

19. Fine Motor

Some developmentally appropriate fine motor materials of each type accessible. 80% these include small

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 building toys such as Lincoln Logs, Legos, puzzles, stringing beads, crayons and scissors. 3
Many fine motor activities available for SPOD. At least 3 of each 5
Materials are well organized and stored together. 5
Materials on different levels of difficulty accessible. 5
Materials rotated to maintain interest. 7
Containers and accessible storage shelves have labels to encourage self-help. 7

20. Art
Many and varied art activities are accessible for SPOD. 5
Much individual expression in use of art materials. (85% of art) Children’s work is varied and individual. 5
Three dimensional art materials included at least monthly. Clay, play dough, wood gluing, carpentry. 7
Some art activities are related to other classroom experiences. 7
Provisions made for children four and older to extend an activity over several days. 7

21. Music/movement
Some music materials accessible for children’s use SPOD instruments, toys, cd player with cd’s. 3
Staff initiate one music activity per day.( sing with children, play music at naptime, play music for dancing) 3
Some movement/dancing done weekly. 3
Many music materials accessible (enough musical instruments for at least half the children to use at one time
plus music to listen to) Children four and older should be able to use CD player independently. 5
At least three different types of music are available to the children. 5
Music available for free choice and group activity daily. 7
Music activities that extend children’s understanding of music are offered occasionally.2 -3 times per year) 7
Creativity is encouraged with music activities. 7

22. Blocks
Enough blocks and accessories for at least two children to build independently. 3
Clear floor space available for building. 3
Blocks and accessories available for daily use. 3
Enough blocks for 3 or more children to build at the same time. 5
Block area set aside out of traffic with storage for blocks and props. 5
Block area available for SPOD. 5
At least TWO types of blocks available(homemade, modular, hollow)
Blocks and accessories stored on open labeled shelves( label with picture or outline of block) 7
Some block play available outdoors. 7

23. Sand/water
Some provisions for sand or water play accessible outdoors or indoors. 3
Some sand/water toys accessible. 3
Provision for sand and water play either indoors or outdoors. 5
Variety of toys accessible for play. 5
Provisions for sand and water play both indoors and outdoors. 7
 Food is not to be used in the sand or water table at any time.

24. Dramatic Play Props for Housekeeping, different kinds of work, fantasy, and leisure
Some materials and furniture available to act out family roles. 3
Materials accessible for 1 hour per day. 3
Separate storage for dramatic play materials. 3
Many (enough for 3 or more) children can use materials. 5
Materials available for SPOD. 5
Props for at least two different themes accessible daily. 5
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 Dramatic play area clearly defined with organized storage. 5
Materials rotated for a variety of themes. 7
Props represent diversity. 7
Props provided for active dramatic play outdoors. 7
Pictures, stories and trips used to enrich dramatic play. 7

25. Nature/science (Collections of natural objects, living things, nature/science activities)

Some developmentally appropriate games, materials or activities from two nature/science categories
accessible. 3
Materials accessible daily. 3
Children are encouraged to bring in natural things to share or add to collections. 3
Many (3-5) examples of three categories must be accessible. 5
Materials accessible for SPOD. 5
Materials are well organized and in good condition. 5
Everyday events used to learn about nature/science. Weather, blowing bubbles. 5
Nature/science activities requiring more input from staff are offered at least every two weeks.
Books, pictures and/or visual materials used to add information and extend children’s hands on experiences.

26. Math/number (Counting, measuring, comparing quantities, recognizing shapes and familiar with written
numbers)
Some developmentally appropriate math/number materials accessible. 3
Materials accessible daily. 3
Many (3-5 of each type) of developmentally appropriate materials accessible. 5
Materials are available for SPOD.
Materials are well organized and in good condition.(sorted by type) 5
Daily activities used to promote math/number learning. 5
Math/number activities requiring more input from staff are offered at least every two weeks. 7
Materials are rotated to maintain interest. 7

27. Use of TV, video, and or computer.

All materials are non-violent and culturally sensitive. 3
Alternative activities accessible while tv/computer is being used. 3
Time children allowed to use tv/computer limited to 20 minutes daily. 3
Materials used are limited to those considered “good” for children.5 Materials specifically designed to
enhance children’s learning and understanding are considered to be more educational.
Computer used as one of many free choice activities. 5
Most of the materials encourage active involvement . 5
Staff are actively involved in the use of the tv, video or computer. 5
Some of the computer software encourages creativity. 7
Materials are used to support and extend classroom themes and activities. 7

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