Kathy Sylva is Professor of Educational Psychology at the University of Oxford.Iram Siraj is Professor of Child Development and Education at the University of Oxford, UK and Research Professor at the Froebel Department of Primary and Early Childhood Education at the University of Maynooth, Ireland.Brenda Taggart is Honorary Senior Research Associate at University College London, Institute of Education.Denise Kingston is a senior researcher at the University Oxford and Honorary Research Fellow at the University of Sussex.

“Using the ECQRS–EC as a teacher self-assessment tool would be extremely effective for ensuring that teachers understand the intentional pedagogical strategies that enhance learning... Large-scale use in state and other continuous improvement systems can help to provide all children with the early childhood education each needs to thrive.”– W. Steven Barnett and Ellen C. Frede, co-directors, National Institute for Early Education Research, Rutgers, the State University of New Jersey“An indispensable tool for enhancing preschool quality. This outstanding quality rating scale focuses on intentional pedagogy, pinpointing the core qualities in emergent academic skills, thus guiding policymakers, researchers, and early childhood educators in how to achieve high quality learning situations. It clearly describes distinct levels of quality in language and emergent literacy, mathematics, science, and planning for diversity and inclusion in preschool settings.”– Sonja Sheridan, professor emerita, University of Gothenborg, Sweden“The research-informed ECQRS–EC enables a much-needed objective assessment of pedagogy and learning environments. It identifies areas for improvement which is the critical first step towards targeted strategies to enhance quality. The scale is an indispensable resource.”– Nirmala Rao, Serena H.C. Yang Professor in Early Childhood Development and Education, The University of Hong Kong“The ECQRS–EC is part of a comprehensive set of tools that highlight the crucial role of the educator in children’s learning. Its clear guidance on the actions of educators and their planning, assessment, and teaching supports for children’s learning is a gift for anyone dedicated to providing high-quality early education and care.”– Tara McLaughlin, associate professor, Massey University, New Zealand

• Introduction to the Early Childhood Quality Rating Scale-Emergent Curriculum (ECQRS-EC)The underlying principles of the ECQRS-ECRationale for the development of new items and indicators in the ECQRS-ECContent of the ECQRS-ECPreparing to use the ECQRS-ECConducting the observationScoring the scalesECQRS-EC and the ‘spirit of the scales’Making judgementsUse of supplementary (non-observation) evidenceScore sheet, joint observations sheets, and profileContent of the scalesSubscale 1: Language and Emergent LiteracyItems1 Environmental Print: Letters and words 2 Book and literacy areas3 Adults reading with children4 Sounds in words5 Emergent writing/mark making6 Talking and listening7 Words and sentencesSubscale 2: Emergent MathematicsItems 8 Counting and the application of counting9 Understanding and representing number10 Maths talk and thinking mathematically11a Mathematical Activities: Shape11b Mathematical Activities: Sorting, matching, and comparing11c Mathematical Activities: Subitising Subscale 3: Emergent ScienceItems 12 Natural materials13 Areas featuring science/science resources14 Developing scientific thinking and the scientific process 15a Science Activities: Non-living15b Science Activities: Living processes15c Science Activities: Food preparationSubscale 4: Supporting Diversity and InclusionItems 16 Planning for and supporting individual learning needs17 Gender equality and awareness18 Race equality and awarenessThe ECQRS-EC information sheetRough plan of indoor and outdoor areas being observedScore sheets Joint observation/inter-rater reliability for the ECQRS-ECECQRS-EC Profile References

Kathy Sylva is Professor of Educational Psychology at the University of Oxford.Iram Siraj is Professor of Child Development and Education at the University of Oxford, UK and Research Professor at the Froebel Department of Primary and Early Childhood Education at the University of Maynooth, Ireland.Brenda Taggart is Honorary Senior Research Associate at University College London, Institute of Education.Denise Kingston is a senior researcher at the University Oxford and Honorary Research Fellow at the University of Sussex.

“Using the ECQRS–EC as a teacher self-assessment tool would be extremely effective for ensuring that teachers understand the intentional pedagogical strategies that enhance learning... Large-scale use in state and other continuous improvement systems can help to provide all children with the early childhood education each needs to thrive.”– W. Steven Barnett and Ellen C. Frede, co-directors, National Institute for Early Education Research, Rutgers, the State University of New Jersey“An indispensable tool for enhancing preschool quality. This outstanding quality rating scale focuses on intentional pedagogy, pinpointing the core qualities in emergent academic skills, thus guiding policymakers, researchers, and early childhood educators in how to achieve high quality learning situations. It clearly describes distinct levels of quality in language and emergent literacy, mathematics, science, and planning for diversity and inclusion in preschool settings.”– Sonja Sheridan, professor emerita, University of Gothenborg, Sweden“The research-informed ECQRS–EC enables a much-needed objective assessment of pedagogy and learning environments. It identifies areas for improvement which is the critical first step towards targeted strategies to enhance quality. The scale is an indispensable resource.”– Nirmala Rao, Serena H.C. Yang Professor in Early Childhood Development and Education, The University of Hong Kong“The ECQRS–EC is part of a comprehensive set of tools that highlight the crucial role of the educator in children’s learning. Its clear guidance on the actions of educators and their planning, assessment, and teaching supports for children’s learning is a gift for anyone dedicated to providing high-quality early education and care.”– Tara McLaughlin, associate professor, Massey University, New Zealand

• Introduction to the Early Childhood Quality Rating Scale-Emergent Curriculum (ECQRS-EC)The underlying principles of the ECQRS-ECRationale for the development of new items and indicators in the ECQRS-ECContent of the ECQRS-ECPreparing to use the ECQRS-ECConducting the observationScoring the scalesECQRS-EC and the ‘spirit of the scales’Making judgementsUse of supplementary (non-observation) evidenceScore sheet, joint observations sheets, and profileContent of the scalesSubscale 1: Language and Emergent LiteracyItems1 Environmental Print: Letters and words 2 Book and literacy areas3 Adults reading with children4 Sounds in words5 Emergent writing/mark making6 Talking and listening7 Words and sentencesSubscale 2: Emergent MathematicsItems 8 Counting and the application of counting9 Understanding and representing number10 Maths talk and thinking mathematically11a Mathematical Activities: Shape11b Mathematical Activities: Sorting, matching, and comparing11c Mathematical Activities: Subitising Subscale 3: Emergent ScienceItems 12 Natural materials13 Areas featuring science/science resources14 Developing scientific thinking and the scientific process 15a Science Activities: Non-living15b Science Activities: Living processes15c Science Activities: Food preparationSubscale 4: Supporting Diversity and InclusionItems 16 Planning for and supporting individual learning needs17 Gender equality and awareness18 Race equality and awarenessThe ECQRS-EC information sheetRough plan of indoor and outdoor areas being observedScore sheets Joint observation/inter-rater reliability for the ECQRS-ECECQRS-EC Profile References

Kathy Sylva is Professor of Educational Psychology at the University of Oxford.Iram Siraj is Professor of Child Development and Education at the University of Oxford, UK and Research Professor at the Froebel Department of Primary and Early Childhood Education at the University of Maynooth, Ireland.Brenda Taggart is Honorary Senior Research Associate at University College London, Institute of Education.Denise Kingston is a senior researcher at the University Oxford and Honorary Research Fellow at the University of Sussex.

“Using the ECQRS–EC as a teacher self-assessment tool would be extremely effective for ensuring that teachers understand the intentional pedagogical strategies that enhance learning... Large-scale use in state and other continuous improvement systems can help to provide all children with the early childhood education each needs to thrive.”– W. Steven Barnett and Ellen C. Frede, co-directors, National Institute for Early Education Research, Rutgers, the State University of New Jersey“An indispensable tool for enhancing preschool quality. This outstanding quality rating scale focuses on intentional pedagogy, pinpointing the core qualities in emergent academic skills, thus guiding policymakers, researchers, and early childhood educators in how to achieve high quality learning situations. It clearly describes distinct levels of quality in language and emergent literacy, mathematics, science, and planning for diversity and inclusion in preschool settings.”– Sonja Sheridan, professor emerita, University of Gothenborg, Sweden“The research-informed ECQRS–EC enables a much-needed objective assessment of pedagogy and learning environments. It identifies areas for improvement which is the critical first step towards targeted strategies to enhance quality. The scale is an indispensable resource.”– Nirmala Rao, Serena H.C. Yang Professor in Early Childhood Development and Education, The University of Hong Kong“The ECQRS–EC is part of a comprehensive set of tools that highlight the crucial role of the educator in children’s learning. Its clear guidance on the actions of educators and their planning, assessment, and teaching supports for children’s learning is a gift for anyone dedicated to providing high-quality early education and care.”– Tara McLaughlin, associate professor, Massey University, New Zealand

• Introduction to the Early Childhood Quality Rating Scale-Emergent Curriculum (ECQRS-EC)The underlying principles of the ECQRS-ECRationale for the development of new items and indicators in the ECQRS-ECContent of the ECQRS-ECPreparing to use the ECQRS-ECConducting the observationScoring the scalesECQRS-EC and the ‘spirit of the scales’Making judgementsUse of supplementary (non-observation) evidenceScore sheet, joint observations sheets, and profileContent of the scalesSubscale 1: Language and Emergent LiteracyItems1 Environmental Print: Letters and words 2 Book and literacy areas3 Adults reading with children4 Sounds in words5 Emergent writing/mark making6 Talking and listening7 Words and sentencesSubscale 2: Emergent MathematicsItems 8 Counting and the application of counting9 Understanding and representing number10 Maths talk and thinking mathematically11a Mathematical Activities: Shape11b Mathematical Activities: Sorting, matching, and comparing11c Mathematical Activities: Subitising Subscale 3: Emergent ScienceItems 12 Natural materials13 Areas featuring science/science resources14 Developing scientific thinking and the scientific process 15a Science Activities: Non-living15b Science Activities: Living processes15c Science Activities: Food preparationSubscale 4: Supporting Diversity and InclusionItems 16 Planning for and supporting individual learning needs17 Gender equality and awareness18 Race equality and awarenessThe ECQRS-EC information sheetRough plan of indoor and outdoor areas being observedScore sheets Joint observation/inter-rater reliability for the ECQRS-ECECQRS-EC Profile References