ECERS-3 FAQ

DISCLAIMER: It is difficult to answer written questions without knowing the complete details of a scenario.

Therefore, this document is an attempt to provide you with general information. Feel free to contact the

Simpson RTC with any questions.

Question

Answer

Reference

Should we discontinue

using All About the

ECERS-R?

Yes. Although this book has a lot of good information, it could

become confusing to use it with ECERS-3.

Are you allowed to

ring a bell for clean-

up?

Yes. It is a great way to signal the transition.

Can we limit the

number of children in

each center?

Yes.

ECERS-3, p. 80

What if your room is

not spacious enough?

It is recommended that the staff set up the classroom as best they

can. Be intentional. This may impact a few item scores. It falls in

the category of “beyond your control.”

Does time stop for free

play when you tell

children in 5 minutes I

am putting the clean-

up record on?

No. Time stops when the first children are required to begin

cleaning up.

Will ECERS-3

observations be

prescheduled?

Yes.

Are materials on the

top shelf counted as

being accessible?

It depends. You must ensure that the children can access the

materials independently.

ECERS-3, p. 10

(see definition of

accessibility)

Why do we have to do

ECERS-3 and CLASS

when they contradict

each other?

ECERS-3 and CLASS are observation tools that look at different

aspects of a high-quality early childhood environment. Both tools

share a focus on teacher-child interactions. WE are unaware of

any contradicting criteria between the tools.

Is there a certain

amount of time you

should spend in each

center with the

children?

No. Sufficient time should be spent in the centers to engage in

quality interactions with the children.

While cleaning toys

with bleach water, can

we use the same cloth

for each toy?

This is not addressed in ECERS-3. Please ask your program

director.

Who is considered

“staff” by ECERS-3?

“Staff generally refers to the adults who are directly involved with

the children…those adults who are in the classroom and who work

with the children daily (or almost daily), for a large part of the

day.”

ECERS-3, pp.

11-12

If you have to combine

You can put writing materials in any center, but the best choices

your writing create

with another area,

which area do you

recommend?

for a combo would be art or language.

What materials can be

counted as “other?”

The materials checklist provides many materials that would count

in the given category. However, it is not exhaustive. Any

material that meets the criteria but is not included on the list would

be counted under “other.”

Item 2: Furnishings for Care, Play, and Learning

Is there a specific

amount of special

equipment required for

children with

disabilities?

Children with disabilities should be provided adaptive equipment

to meet their needs no specific amount.

ECERS-3, p. 16,

2.3.3

What counts as

specially designed

furniture for a specific

acidity for reading

center?

There is nothing. A small couch would be a generic piece of

furniture. The bookshelf is not used for an activity.

ECERS-3, p.17,

2.5.3 & 2.7.2

Does each center need

a rug?

No. However, to receive credit for 2.5.4 there must be furnishings

that provide a substantial amount of softness. A rug is required for

block play (3.72).

ECERS-3, p. 19

Would the following

scenario receive credit

as individual cubbies?

A box above and

below the open space

that has coat hooks.

The top and bottom

box belong to two

different children, but

they share the middle,

open space.

Yes for 2.31, but no for 2.5.1. The 3 level requires that each child

has some individual space to store personal possessions. The top

and bottom boxes would meet this criteria. However, the 5 level

requires that each child has ample space to store personal

possessions. Additionally, the personal possessions should not

touch any other child’s. For this reason, credit could not be given

for 2.5.1, because the two children sharing the middle, open space

would have their personal possessions touching.

ECERS-3, p.17

What is considered

softness in a quiet

space?

Softness is addressed in Items 2 and 3. Examples of softness

include several pillows on a rug, cushioned couch, bean bag, etc.

ECERS-3, pp.

16-19

ITEM 3: Room Arrangement for Play and Learning

Can a buffer and noisy

area be together with

only a shelf

separating?

Yes. Buffer centers can be used to help separate the noisy centers

from the quiet centers. However, there should not be active, noisy

play observed interfering with activities within the buffer center.

ECERS-3, p. 18,

3.7.1

Is the reading center

considered a cozy

area?

It depends. For the reading center to be considered a cozy area,

the children must be able to “completely” escape the normal

hardness of the classroom.

ECERS-3, p. 18,

(note for

clarification 5.2)

Can a cozy area and a

private area/all by

Yes, as long as the space is limited to 1-2 children and is protected

from active play and interruptions. Remember, a cozy area must

ECERS-3, p. 18,

3.5.2 and p. 20,

Child 1

Shared

Space

Child 2

myself center/space

for privacy be the

same?

allow children to completely escape the hardness of the room.

first paragraph

Can you count an

individual chair as a

cozy area?

No. A cozy area must provide a “substantial amount of softness.”

ECERS-3, p. 18,

3.5.2

Can the cozy area

consist of a large soft

pillow and some books

and stuffed animals?

No, usually not. These things alone would not allow children to

“completely escape” the hardness of the classroom. It would

depend on the size of the furnishings.

ECERS-3, p. 18,

3.5.2

What is the difference

between a play area an

interest center?

“A play area is a space where play materials are provided for

children to use. An interest center is a clearly defined play area

for a particular kind of play. Materials (in interest centers)

ECERS-3, p. 11

Does fine motor and

art count as one

center?

No, an interest center is for a particular kind of play/work.

Is a child’s tent

counted as furniture

for cozy area and a

space for privacy?

It depends. If the tent meets the criteria for a cozy area (complete

escape from hardness) then YES. If not, then NO.

ECERS-3, p. 16,

3.5.2

If you have a student

in a wheelchair, do the

pathways to cents have

to be wide enough for

the student to access

the center?

Yes. Item 3.5.4 requires that all the play areas be accessible to

enrolled children with disabilities.

ECERS-3, p. 19

If you use headphones

with computers, is it

considered a quiet

area?

No.

ECERS-3, p. 18,

37.1

Can the science center

be an organized self in

the corner of the room

on a carpet without a

table?

It depends. A carpet in the center can be the designated space for

children to use the science materials if it is protected from

walkways.

ECERS-3, p. 11

Can we use wooden

base couch in cozy

center if we use soft

pillows and throws?

It depends. “The cozy area must provide enough soft furnishings

to allow a child to completely escape the normal hardness of the

typical early childhood classroom.” Ask yourself, “Will the child

feel the wooden frame?” If yes, then no. If no, then likely yes.

ECERS-3, p. 18,

3.5.2

Item 5: Child-Related Display

If you have two

science shelves and an

art shelf with tables

and chairs in the

middle, would that be

considered an interest

area?

No, an interest area must be clearly defined for a particular kind of

play.

ECERS-3, p. 11,

Does 5.5.3 mean at

least 1/3 of display

should be children’s

art work or 1/3 and no

more art work and 2/3

other things?

At least 1/3 of the display should be children’s individualized

artwork to receive credit.

ECERS-3, p. 22,

5.5.3

Do display pictures

need to be low?

They should be at child’s eye level or large enough to be easily

seen by a child.

ECERS-3, p. 22,

first paragraph

Do hallway displays

count?

No.

ECERS-3, p. 22,

first paragraph

Exactly what needs to

be on the walls?

Posters displayed on walls, shelves, or other vertical surfaces are

usually considered part of the display.

ECERS-3, p. 22,

first paragraph

If we write what each

child draws on the

paper, will this count

for the theme?

It is appropriate practice to write captions for children’s art. This

practice would also make it easier for observers to know if specific

art is related to the current theme or interest.

ECERS-3, pp.

22-23, 5.5.2 &

5.37.1

Item 7: Gross Motor Equipment

Can bean bags be

given credit for

“catching?”

It depends on how they are being used. If children are using them

in a way that they are catching, then YES. If not, then NO.

Item #7: Gross

Motor

Equipment

handout

Are there any

restrictions to using a

barrier such as shower

caps or coffee filters

between child’s head

and a helmet?

Nothing in ECERS-3 would prohibit these items, but the RTC’s

opinion is that a coffee filter would not sufficiently protect heads

from lice. Also, it would require lots of disposable shower caps

that could b a possible suffocation hazard for children.

ECERS-3, p. 27,

7.7.2; also see

Riding Toys and

Helmets handout

from Caring for

Our Children

What are the best ways

to protects students

from lice when sharing

helmets and clothing?

Refer to the Riding Toys and Helmets from Caring for Our

Children that advises wiping with a damp cloth. Clothing should

b laundered frequently

ECERS-3, p.27,

7.72.; p. 55,

21.5.1; also see

Riding Toys and

Helmets

handouts from

Caring for Our

Children

Are dancing and

scarves considered

gross mother play?

Dancing and scarves can be used as part of gross motor play.

Remember 7.3.3 requires that the equipment used stimulate at

least 7 different skills.

ECERS-3, pp.

226-27

Item #7: Gross

Motor

Equipment

handout

Are mini trampolines

appropriate?

No. Trampolines are identified as inappropriate on the Playground

Information to Use with the Environment Rating Scales. It is

important to remember, however, that a child’s IEP always

overrides ECERS-3.

Playground

information to

Use with the

Environment

Rating Scales

handout

ECERS-3, pp.

26-27

What if a dome

climber is present on

the playground?

A dome climber is identified as inappropriate on the Playground

Information to “Use with the Environment Rating Scales. This

will be addressed by an ECERS-3 rater on Item 7 (7.3.2, 7.5.2, and

7.7.2) and Item 11 (it would likely be considered a major hazard).

Playground

Information to

Use with the

Environment

Rating Scales

handout

Can we use Go-

Noodle for gross

motor?

It may be used as one station for gross motor play, but by itself

would not meet the requirements for 7.3.3. Remember 7.3.3

requires that the equipment used stimulate at least 7 different

skills. Consideration should also be given to the time limits for

technology (Item 27)

ECERS-3, pp.

26-27

Item 8: Meals/Snacks

Do you have to wash

hands after meals?

“If children use hands to eat, handwashing is required after eating

to remove saliva and food.”

ECERS-3, p. 28

Item 9: Toileting/Diapering

Do students have to

use paper towels at

restroom time?

Air hand dryers are allowed. According to the Handwashing Tips

handout from the Day 1 ECERS-3 training, the dryer should be

turned on with an elbow in order to avoid recontamination of clean

hands

ECERS-3, p. 31,

9.3.3, 9.5.2, 9.7.2

and p. 33, 10.3.1,

10.5.1, and

10.7.1

Item 10: Health Practices

Do students have to

wash hands after

returning from the

motor room?

ECERS-3 requires washing hands upon entering the classroom and

re-entering the classroom after outdoor play. The RTC considers

gross motor room play similar to that of outdoor play, with center

wide shared materials and equipment. We believe it is a good

practice to wash hands after gross motor room play.

ECERS-3, p. 32

first paragraph

How do you handle

handwashing

requirements when a

parent complains

about their child’s

hands being dry and

cracked from washing

hands frequently?

The ECERS-3 gives recommended practices and procedures for

handwashing. 10.7.1 states “Proper sanitary procedures used

consistently as needed, with a few lapses.” One child unable to

wash hands as frequently as the others will not lower your score.

It is always important to be considerate of individual needs of

children.

ECERS-3, p. 33,

7.1

Item 11: Safety Practices

I have seen furniture

shelves placed in the

center of classrooms.

Do these need to be

It depends on the height and stability of the shelf. If children can

easily knock over the shelf, then additional precautions should be

taken.

secured?

Item 13: Encouraging Children to Use Language

What if a child is non-

verbal? If you show

them another way to

get someone’s

attention, does that

count?

Encouraging non-verbal children to communicate in ways other

than speaking would be given credit at 3.4. For 5.4, the indicator

is specific to verbal communication.

ECERS-3, pp.

38-.9, 3.4, 5.4

If there are less than 5

exchanges during a

conversation, do we

still get credit?

Yes, as long as the exchanges are meaningful and not just one

word answers. “Both staff and child must take turns for the

interaction to be considered a conservation.” Turns indicates

multiple, so there should be at least two exchanges. It’s still best

to strive for five!

eCERS-3, p. 38,

note for 1.3, 3.3,

5.2, 7.2, and 7.3

Item 17: Fine Motor

What or where do you

place your

manipulative, if you

do not need a

manipulative center?

Though ECERS-3 does not require a manipulative center, the

Simpson RTC recommends this practice.

Item 18: Art

What are some

examples of 3D art?

Creations that a child can produce independently that are built up

and out. Playdough and clay sculptures are good examples. Using

3d items such as toilet paper or paper towel rolls are good, along

with pipe cleaners, wood scraps, Styrofoam, boxes, or other

similar things.

ECERS-3, pp.48-

49, 18.7.1 and

paragraph 1 on p.

Item 19: Music and Movement

Can you sing with a

CD for singing during

free play? Is it okay to

sing without music?

Yes. The indicator states singing. This can be done with or

without music.

ECERS-3,

51, 5.2

Does singing and

dancing have to be

done with more than 1

or 2 children?

No. During free play, staff should be observed singing or doing

dance/movement activity with the children. “Children” refers to

any child or multiple children in any area of the classroom during

free play OR during gross motor free play.

ECERS-3,

p. 51, 5.2

Item 20: Blocks

Is it acceptable to have

a barrier marked off

for blocks on the rug,

or can they use the

whole carpet?

A barrier is acceptable, as long as there is an appropriate amount

of space for blocks, etc. Be aware that traffic patterns and/or

adjoining activities should not disrupt block play.

ECERS-3,

p. 53, 20.5.1

Is it best to have

blocks stacked on the

shelf?

Yes (see answer below)

ECERS-3,

p. 52, 20.5.2

Can blocks be in bins?

To receive credit for 20.5.2, the blocks (wooden unit, plastic unit,

foam unit, etc.) must be stored on open, labeled shelves. This

means they cannot be in bins. However, accessories may be stored

in bins if both the shelves and containers are labeled.

ECERS-3, pp.

52-53, 20.5.2

If a barn is not

supposed to be in the

block center, what

center should it be in?

The barn should be placed in any other center. Be reminded that a

barn can be in the block center as long as it is used enhance block

play. ECERS-3 does not specify where a barn should be. It does

however; specify that all accessories in the block area must be

used to enhance block play.

ECERS-3, pp.

52-53

Should hard hats be in

the block center or

dramatic play?

Dramatic play

If Lincoln Logs can’t

be in the block center,

where can you put

them?

It is recommended that these be placed in a fine motor center or

other play area (i.e., carpet area). Lincoln Logs are considered

interlocking building materials.

ECERS-3, p. 46,

17.5.1

Does a block area have

to have 3 sides?

No. The issue is not the number of sides the block area has, but

instead is how well it is protected from other types of play and

traffic patterns.

ECERS-3, pp.

18-19, 3.5.1 and

p. 52, 20.5.3

How many square feet

is required to meet the

requirement for one

child to build?

There is not a square foot requirement. But there should be

enough space for 3 children to build “sizable independent

structures at the same time.”

ECERS-3, p. 53,

21.3.2, 21.5.1

Item 21 Dramatic Play

Can tools go into

dramatic play?

Yes. Tools are an example of materials for different kinds of

work.

ECERS-3, p. 55,

21.5.1

Item 22: Nature/Science

Is the science area

required to be near a

window?

No. This is not required, but placing the science area near a

window allows children to observe nature while using

nature/science materials. See question/answer below.

ECERS-3, pp.

56-57

Can window bird

feeders be outside the

window and still count

as a living thing?

Yes, if it is actively used (i.e., has bird seed). A bird does not have

to be seen. BUT the feeder must be a part of the science interest

center to count for science materials. For example, the bird feeder

could be in the window within the science interest center.

However, a bird feeder outside of the interest center could be used

for 22.7.2. In this indicator, the staff would need to talk about the

bird feeder at some point with children to receive credit.

ECERS-3, p. 57,

22.5.1, 22.7.2

Can you use rice and

beans in sensory

boxes?

Yes. ECERS-3 only states that food cannot be used as a substitute

for sand.

Item 22

Nature/Science:

Additional note

for clarification

from

www.ersi.info

Would 2 plants count

as 2 living things?

Yes, if they are different kinds of plants and in different pots.

Is bird seed okay to

Yes

use in sand/water

table?

What type of plant

would be suggested to

use in the classroom?

Give a few examples.

Unfortunately, we are not plant experts. Please ask for advice

from your local County Extension office. The link below also has

information on non-poisonous plants

https://www.uwhealth.org/files/uwhealth/docs/pdf/poisonous_plan

ts.pdf

What if more children

want to use science

center materials than

there are chairs

available? Can they

take the work

elsewhere/

Yes. However, if this happens on a consistent basis you should

consider adding more chairs to the center

Can the math and

science be together

and still qualify as

meeting the required

science interest center?

No, an interest center is for a particular kind of play/work. All

math and science materials should NOT be included in one,

combined center. However, the science center will likely include

some math materials (i.e., measuring cups, scales)

ECERS-3,

p. 11, #5

Item 23: Math Materials and Activities

Item 24 Math in Daily Events

Does “Five Little

Monkeys” finger play

with chart count for

Item 24 (Math in daily

events) and Item 25

(Understanding

written numbers)?

It depends on what the chart looks like. It would count during

transitions for Item 24. If numbers and dots or objects on the chart

are connected with numbers in the song, it would count for Item

25.

ECERS-3,

p. 61

p. 63

Is having students

count along while

counting how many

students are in line an

example of using math

in the daily

environment?

Yes. This is one example which would give credit for 24.3.1 and

24.5.1.

ECERS-3,

p. 61

Item 25: Understanding Written Numbers

Item 26: Promoting Acceptance of Diversity

Can pictures of

students in the class

with grandparents or

blended families with

different ethnic origins

count?

No. It will not count for Item 26. However, children enjoy seeing

pictures of themselves and family members, so feel free to display

them. Credit can be given for 5.3.1, Child-related display.

ECERS-3,

p.23, 5.31.1 and

p. 64, last

sentence of first

paragraph

I need clarification on

On Asian doll is an EXAMPLE of diversity, but NOT a contrast.

ECERS-3,

CONTRAST in

diversity.

An Asian doll and an African-American doll in a crib in

housekeeping would be. See the first paragraph on p. 64 for

several examples of contrasts in diversity.

pp. 64-65

Is this one or two

examples of contrast –

1 poster depicting a

white mother, black

father, and children of

various ages?

“Do not count one item more than once when scoring” (p. 64).

Though the scenario includes two examples of contrast, credit

could only be given for one.

ECERS-3,

p. 64, 26.1.1,

26.3.1, and

26.5.2

Item 27: Appropriate use of Technology

When we do songs on

the Smart Board, does

that count as screen

time?

If the screen has moving pictures, it would fall into the category of

electronic media. 27.1.2 limits the use of electronic media to NO

MORE THAN 30 minutes with any child. Therefore, use of the

Smart Board would need to be factored into the amount of time

children have access to iPad/computer or the time they spend

viewing a video/TV.

ECERS-3,

p. 67, 27.1.2

If the school counselor

is using the Smart

Board during an E-3

observation, does this

count toward the 15

minute technology

time?

Yes, because it is still screen time for the students. See above.

ECERS-3,

pp. 66-67

What are some ways

to monitor time on the

iPads and computer?

Using zoning to assign a teacher to monitor with a kitchen or

electronic timer, a smart phone timer in a teacher’s pocket or a

sand timer.

ECERS-3,

p. 67

If technology isn’t

used during the

observation, will we

be counted off?

No. “If no use of electronic media is observed, score the item NA

ECERS-3,

p. 66, first

sentence

If 15 minutes is the

time limit for 3-and 4-

years old, what about

5-years old? Do they

get more or the same

amount of time?

The time limit is for any child in a preschool classroom.

ECERS-3,

p. 67, 5.2

Is the TV time (10

minutes) in 27.3.2

counted additionally to

the time for

technology in 27.5.2

(limit of 15 minutes)?

Yes, so that would make a total of 25 minutes if all time were

used. This is within the 30 minute maximum time for electronic

media stated in 1.2.

ECERS-3,

p. 66, second

sentence

Is it a state

requirement to have

computers in a

classroom?

No. This item can be scored Not Applicable if no electronic

media is used during the observation.

ECERS-3,

p. 66, first

sentence

Does a radio fall under

technology?

No. “Note that e-books or music players are not considered

electronic media unless animated with moving pictures or print.”

ECERS-3,

p.66, second

sentence

Do you time when

children are on

computers or iPads?

Yes.

ECERS-3,

p. 67, 27.5.2

Item 29: Individualized Teaching and Learning

Is it acceptable to do

away with large group

circle time (calendar,

for example)?

Yes. Whole group is the least effective means of instruction for

preschool students.

ECERS-3,

p. 71, 29.7.1

Item 33: Transitions and Waiting Times

How does the waiting

time frame align with

handwashing?

No waiting time should be 3 minutes or longer. Transitions

should be gradual or individualized. If whole group handwashing

is unavoidable, children should be productively engage. This

might include singing, finger-plays, conversations, games, gross

motor activities (hopping), storytelling, etc.

Item 34: Free Play

Can we limit the

number of students in

a center?

Yes. However, children should be able to find engaging activities

for free play with little if any competition. (p. 81, 5.3). A clear

system should be in place to ensure children can have a satisfying

experience (examples include wait list, sign-up sheet, etc.).

ECERS-3,

p. 81, 34.5.4

Is it okay to set a timer

when a child is waiting

to go into a center?

34.5.4 states that a timer may be used to limit turns to a reasonable

time so that the activity can be completed. However, the same

indicator says that participation in activities should be satisfying.

Some activities have a clear and specific ending or limit. Block

play and dramatic play do not. A child may be building an

intricate structure that is not complete after 15 or 30 minutes. A

waiting list or other clear system is a good way to ensure that all

who are interested get a chance to use the activity or center,

although it may not be on the same day.

ECERS-3,

p. 81, Item 34

Can a teacher use a

checklist to select

students to use

centers?

Free Play means that the child is permitted to select materials and

companions and as far as possible manage play independently.

Free Play is not credited when staff pre-select materials/centers.

However, waiting lists or other systems can be used to ensure all

children have a chance to use popular centers. Additional author

note for Clarification (8/2015), www.ersi.inro

ECERS-3,

p. 81, 5.4

Additional note

for clarification

from

www.ersi.info

Do we have to let the

kinds change centers?

Yes. “Free Play means that the child is permitted to select

materials and companions and as far as possible manage play

independently.” (Additional Note for Clarification from authors).

This means children have a choice concerning when they enter

and/or leave a center.

Additional note

for clarification

from