Publication Date: July 7, 2017
Building on extensive feedback from the field as well as vigorous new research on how best to support infant and toddler development and learning, the authors have revised and updated the widely used Infant/Toddler Environment Rating Scale. ITERS-3 is the next-generation assessment tool for use in center-based child care programs for infants and toddlers up to 36 months of age.
ITERS-3 focuses on the full range of needs of infants and toddlers and provides a framework for improving program quality. Further, the scale assesses both environmental provisions and teacher-child interactions that affect the broad developmental milestones of infants and toddlers, including: language, cognitive, social-emotional and physical development, as well as concern for health and safety.
ITERS-3 is appropriate for state- and district-wide QRIS and continuous quality improvement, program evaluation by directors and supervisors, teacher self-evaluation, monitoring by agency staff, and teacher training programs. The established reliability and validity of the scale make it particularly useful for research and program evaluation.
While the approach to assessing quality and the scoring process remain the same for the new ITERS-3, users will find the following improvements informed by extensive use of the ITERS in the field and by the most recent research:
Suitable for use in inclusive and culturally diverse programs, ITERS-3 subscales evaluate:
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.
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.
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.
Noreen Yazejian, Senior Research Scientist, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill
Dr. Yazejian has extensive experience conducting large-scale, multi-site research and evaluation studies exploring questions about early education quality and children’s outcomes, particularly for children living in poverty. Her early childhood research and program evaluation studies have focused on professional development, models of programming birth to 5, home visiting, quality rating and improvement systems, early childhood language and literacy, and the use of data for continuous quality improvement. Her research has been published in Child Development, Early Childhood Research Quarterly, Early Education and Development, Social Policy Report, and NHSA Dialog.
We are very pleased to make the ITERS-3 available as an ebook!
This full-text PDF ebook of the Scale is applicable for use by all current and future ITERS-3 users, including trainers, practitioners, assessors, coaches, directors, and principals. This format will be especially useful in early childhood education courses at community colleges as well as graduate and undergraduate institutions.
Explanatory notes from the print edition that clarify or expand on the indicators are included as hyperlinks to allow for quick reference and easy navigation within the Scale. Every section includes a link to the ERSI website where you can find any updates and additional notes.
The Scoresheet that is included in this ebook appears for reference only—it cannot be printed or copied from your reading device. To make full use of the Scoresheet for scoring and notetaking, please download a printable copy at www.tcpress.com/filebin/PDFs/9780807758670_ss.pdf.
This PDF file does not allow for copying or printing. It can be downloaded and read on up to six devices. For complete details on how to download and read TC Press ebooks, visit our Resources page.
Please note: The ITERS-3 ebook is for individual use only. The printing, copying, and/or redistribution of this publication, in either print or electronic format, is strictly prohibited without written permission from Teachers College Press. The Scoresheet that is included is for reference and can be separately downloaded and reproduced from our website (www.tcpress.com/filebin/PDFs/9780807758670_ss.pdf). To apply for permission to use all other content from this publication, please submit a formal request to Teachers College Press, Rights and Permissions Dept, email: firstname.lastname@example.org.