The third edition of ECERS is a significant revision that introduces innovations in both the content and administration of the scale while retaining the continuity of the two principal characteristics of ECERS.

  • Quaity
  • Observation


The primary objective of ECERS-3 is to encompass a holistic perspective of physical, social-emotional, and cognitive domains, while also ensuring children’s safety. The physical environment, children’s interactions with both their peers and significant adults, and instruction are interwoven with each other.

Reliability and Validity of ECERS-3

Extensive research has been conducted both on the ability of the scale to be used reliably and the validity of the scales in terms of their relation to other measures of quality and their ties to child development outcomes for children in classrooms with a varying environmental rating system.

Some studies show the effect of high quality as measured by the ER instruments persists well into elementary school. However, the relationship between overall global quality is relatively small.

ECERS-3 is designed to improve the prediction of child outcomes while maintaining the emphasis on the importance of a wide range of developmental outcomes in children.

Let us continue through to our next lesson to learn more about procedures and what they look like for ECERS-3.

New Here?

Purchase a course or a membership to get started!