Kathy Sylva is Professor of Educational Psychology at the University of Oxford. She has researched extensively in the education and care of young children, with a special interest in the effects of early education and also the role of education in combating social disadvantage.Iram Siraj is Professor of Child Development and Education at the University of Oxford, UK and Research Professor, University of Maynooth, Ireland. She is coauthor of each of the Curriculum, Leadership and Interaction Quality Rating Scales (CLIQRS) and has led several RCTs on effective professional learning.Brenda Taggart is an Honorary Senior Research Associate at University College London Institute of Education. She co-led on the Effective Pre-school, Primary, and Secondary Education (EPPSE 997-2 4). Her background is in teaching and research that explores the impact of educational initiatives. Denise Kingston is Senior Researcher at Oxford University and an Honorary Research Fellow at the University of Sussex. She is a specialist in children's development, with a background in educational psychology. Her research focus is effective professional development and early childhood pedagogy and practice.

• ContentsForeword by W. Steven Barnett and Ellen C. Frede  viiIntroduction to the Early Childhood Quality Rating Scale—Emergent Curriculum (ECQRS-EC)   The Underlying Principles of ECQRS-EC  3Rationale for the Development of New Items and Indicators in the ECQRS-EC  5Language and Emergent Literacy  5Changes to and Additional Items in Emergent Mathematics  5Emergent Science  7The Overlap Between the Sustained Shared Thinking and Emotional Well-Being Scale (SSTEW) and Mathematics and Science Items in ECQRS-EC  7Supporting Diversity and Inclusion  8Reliability and Validity  9Content of the ECQRS-EC Scales   Preparing to Use the ECQRS-EC   3Timing   3Contextual Information on the Center   3Definitions   3Optional Scoring Systems   4Conducting the Observation   5Scoring the Scales   ECQRS-EC and the "Spirit of the Scales"   7Cautions in Use   7Using ECQRS-EC as a Self-Assessment and Improvement Tool   7Making Judgments   8Use of Supplementary (Nonobservation) Evidence  2 The Score Sheet, Joint Observation Sheet, and ECQRS-EC Profile  22Content of the Scales  23Subscale : Language and Emergent Literacy  24Item : Environmental Print: Letters and Words  24Item 2: Book and Literacy Areas  2 Item 3: Adults Reading With the Children  28Item 4: Sounds in Words  3 Item 5: Emergent Writing/Mark Making  32Item : Talking and Listening  34Item 7: Words and Sentences  3 Subscale 2: Emergent Mathematics  38Item 8: Counting and the Application of Counting  38Item 9: Understanding and Representing Number  4 Item : Math Talk and Thinking Mathematically  44Item a: Mathematical Activities: Shape  48Item b: Mathematical Activities: Sorting, Matching, and Comparing  5 Item c: Mathematical Activities: Subitizing  52Subscale 3: Emergent Science  5 Item 2: Natural Materials  5 Item 3: Areas Featuring Science/Science Resources  58Item 4: Developing Scientific Thinking and the Scientific Process   Item 5a: Science Activities: Nonliving   2Item 5b: Science Activities: Living Processes   4Item 5c: Science Activities: Food Preparation   Subscale 4: Supporting Diversity and Inclusion   8Item : Planning for and Supporting Individual Learning Needs   8Item 7: Gender Equality and Awareness  7 Item 8: Race Equality and Awareness  72The ECQRS-EC Information Sheet  74Rough Plan of Indoor and/or Outdoor Areas Being Observed  75Score Sheet  77Joint Observation/Inter-Rater Reliability for the ECQRS-EC  83ECQRS-EC Profile  84References  85

Kathy Sylva is Professor of Educational Psychology at the University of Oxford. She has researched extensively in the education and care of young children, with a special interest in the effects of early education and also the role of education in combating social disadvantage.Iram Siraj is Professor of Child Development and Education at the University of Oxford, UK and Research Professor, University of Maynooth, Ireland. She is coauthor of each of the Curriculum, Leadership and Interaction Quality Rating Scales (CLIQRS) and has led several RCTs on effective professional learning.Brenda Taggart is an Honorary Senior Research Associate at University College London Institute of Education. She co-led on the Effective Pre-school, Primary, and Secondary Education (EPPSE 997-2 4). Her background is in teaching and research that explores the impact of educational initiatives. Denise Kingston is Senior Researcher at Oxford University and an Honorary Research Fellow at the University of Sussex. She is a specialist in children's development, with a background in educational psychology. Her research focus is effective professional development and early childhood pedagogy and practice.

• ContentsForeword by W. Steven Barnett and Ellen C. Frede  viiIntroduction to the Early Childhood Quality Rating Scale—Emergent Curriculum (ECQRS-EC)   The Underlying Principles of ECQRS-EC  3Rationale for the Development of New Items and Indicators in the ECQRS-EC  5Language and Emergent Literacy  5Changes to and Additional Items in Emergent Mathematics  5Emergent Science  7The Overlap Between the Sustained Shared Thinking and Emotional Well-Being Scale (SSTEW) and Mathematics and Science Items in ECQRS-EC  7Supporting Diversity and Inclusion  8Reliability and Validity  9Content of the ECQRS-EC Scales   Preparing to Use the ECQRS-EC   3Timing   3Contextual Information on the Center   3Definitions   3Optional Scoring Systems   4Conducting the Observation   5Scoring the Scales   ECQRS-EC and the "Spirit of the Scales"   7Cautions in Use   7Using ECQRS-EC as a Self-Assessment and Improvement Tool   7Making Judgments   8Use of Supplementary (Nonobservation) Evidence  2 The Score Sheet, Joint Observation Sheet, and ECQRS-EC Profile  22Content of the Scales  23Subscale : Language and Emergent Literacy  24Item : Environmental Print: Letters and Words  24Item 2: Book and Literacy Areas  2 Item 3: Adults Reading With the Children  28Item 4: Sounds in Words  3 Item 5: Emergent Writing/Mark Making  32Item : Talking and Listening  34Item 7: Words and Sentences  3 Subscale 2: Emergent Mathematics  38Item 8: Counting and the Application of Counting  38Item 9: Understanding and Representing Number  4 Item : Math Talk and Thinking Mathematically  44Item a: Mathematical Activities: Shape  48Item b: Mathematical Activities: Sorting, Matching, and Comparing  5 Item c: Mathematical Activities: Subitizing  52Subscale 3: Emergent Science  5 Item 2: Natural Materials  5 Item 3: Areas Featuring Science/Science Resources  58Item 4: Developing Scientific Thinking and the Scientific Process   Item 5a: Science Activities: Nonliving   2Item 5b: Science Activities: Living Processes   4Item 5c: Science Activities: Food Preparation   Subscale 4: Supporting Diversity and Inclusion   8Item : Planning for and Supporting Individual Learning Needs   8Item 7: Gender Equality and Awareness  7 Item 8: Race Equality and Awareness  72The ECQRS-EC Information Sheet  74Rough Plan of Indoor and/or Outdoor Areas Being Observed  75Score Sheet  77Joint Observation/Inter-Rater Reliability for the ECQRS-EC  83ECQRS-EC Profile  84References  85