Thelma Harms, Director of Curriculum Development
Emerita, Frank Porter Graham Child Development Institute,
University of North Carolina at Chapel Hill.
Dr. Harms is recognized internationally for her work on assessing
care and educational programs for children. Her early experience as
Head Teacher of the Harold E. Jones Child Study Center, UC Berkeley
for 15 years, and her subsequent role as Director of Curriculum
Development at the Frank Porter Graham Child Development Institute
prepared her to serve as lead co-author of the four Environment
Rating Scales (ECERS, ITERS, FCCERS, and SACERS). Much of her
recent training and consultation through the Environment Rating
Scales Institute (ERSI) has focused on preparing professionals in
the use of the scales for research, technical assistance, training,
and program assessment in Quality Rating and Improvement Systems
(QRIS) and similar quality enhancement projects in the United
States and abroad.
Richard M. Clifford, Senior Scientist Emeritus,
Frank Porter Graham Child Development Institute, University of
North Carolina at Chapel Hill.
Dr. Clifford has written and consulted extensively on child and
family policy issues with special emphasis on the role of
government in the provision of early childhood services. In
addition, he has done research on early learning environments and
their impact on young children. He was Principal Investigator on
the National Center for Early Development and Learning study of
state funded pre-kindergarten programs and Co-Director of the
companion SWEEP study. He was also one of the principal
investigators on the Cost, Quality and Child Outcomes in Child Care
Centers study. He helped establish and served as the first director
of the North Carolina Division of Child Development. Dr. Clifford
is a past president of the National Association for the Education
of Young Children.
Debby Cryer, Scientist Emerita, Frank Porter
Graham Child Development Institute, University of North Carolina at
Chapel Hill.
Dr. Cryer is now retired from the University and works with the
Environment Rating Scales Institute. She was a Principal
Investigator for the national study on Cost, Quality and Child
Outcomes in Child Care Centers, continued those interests in the
European Child Care and Education Study, and has studied the
effects of providing continuity of caregiver to infants and
toddlers. She is the lead co-author of a curriculum called “All
About Preschoolers.” She regularly provides consultation on
establishing quality rating and improvement systems. Dr. Cryer
frequently lectures, and provides training on the scales, both in
the United States and internationally.
When EC assessment dollars are tight, a comprehensive tool that
identifies a broad range of program strengths and captures critical
interactions is the perfect solution. Thanks to the authors for
ECERS-3!" - Janice Carter, Arkansas State University, Childhood
Services
"The ECERS-3 builds upon the solid foundation of best practice
established in the ECERS-R, incorporating the importance of
providing a high quality environment with new items and indicators
that emphasize the importance of teacher/child interactions within
the environment. The ECERS-3 provides a reliable instrument for
teachers, technical assistants, and quality monitors to use to
assure that children have experiences and relationships that
support total child development." - Michele Bossers, retired
associate director and ERS project manager of PA Key
Endorsement of the ERS Scales:
"The Environment Rating Scales have proven to be an invaluable
resource for assessing the quality of child care classrooms. These
comprehensive tools truly allow providers to see classrooms through
the eyes of the children they care for and the results obtained
offer clear feedback that helps teachers improve and grow." -
Angela Keyes, Assistant Professor of Psychiatry, Tulane University
Director, Quality Start Assessment Team of Louisiana
"ECERS-3 encouraged thoughtful steps towards consistent meaningful
interactions. We were empowered to prioritise children's use of the
space and, as is often the case in EYFS, we found that it was the
interactions that mattered the most." -Polly Crowther, English lead
in Kent and co-founder of Early Insights.
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