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The Ef 1143 A form is a score sheet used for assessing early childhood environments through the Early Childhood Environment Rating Scale - Revised. This tool provides structured observations on various aspects of a child’s learning and care setting. Understanding how to accurately fill out this form is crucial for evaluating and improving educational experiences for young children.

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The EF 1143 A form is a comprehensive evaluation tool designed for early childhood environments. This form is a critical component of the Early Childhood Environment Rating Scale - Revised, which allows observers to assess various aspects of child care settings. With it, evaluators can document essential information about the observation, including details about the center, room, and teaching staff. The form covers a wide range of categories, from space and furnishings to personal care routines, language development, and activities. Through systematic observation, it enables the collection of data on the quality of care and learning experiences provided to children. This includes tracking the presence of staff and children, the number of children with identified disabilities, and the arrangements for different areas of the classroom designed to support learning. Ultimately, the EF 1143 A form serves to enhance the understanding of how well an early childhood program meets the developmental needs of young children, paving the way for improvements and best practices in creating supportive learning environments.

Ef 1143 A Example

SCORE SHEET – EXPANDED VERSION

Early Childhood Environment Rating Scale - Revised

Thelma Harms, Richard M. Clifford, and Debby Cryer

Observer: ___________________________________	Observer Code: ___ ___ ___
Center/School: _______________________________	Center Code: ___ ___ ___
Room: ______________________________________	Room Code: ___ ___
Teacher(s): ___________________________________	Teacher Code: ___ ___

Time

#of staff present

#of children present

Highest number center allows in class at one time: ___ ___

Highest number of children present during observation: ___ ___

Date of Observation: __ __ / __ __ / __ __

m m	d d	y	y
Number of children with identified disabilities: ___ ___
Check type(s) of disability:	physical/sensory				cognitive/language
	social/emotional				other:___________________
Birthdates of children enrolled: youngest			__ __ / __ __ / __ __
			m	m	d	d	y	y
	oldest		__ __ / __ __ / __ __
			m	m	d	d	y	y
Time observation began: ___ ___ : ___ ___					AM		PM
Time observation ended: ___ ___ : ___ ___					AM		PM
Time interview began: ___ ___ : ___ ___					AM		PM
Time interview ended: ___ ___ : ___ ___					AM		PM

									SPACE AND FURNISHINGS

1. Indoor space		1	2	3	4	5	6	7
		1	2	3	4	5	6	7

Y N	Y N NA		Y N				Y N
1.1	3.1	5.1				7.1
1.2	3.2	5.2				7.2
1.3	3.3	5.3
1.4	3.4
	3.5

2. Furniture for care,		1	2	3	4	5	6	7		y
play, & learning		1	2	3	4	5	6	7	5.1 Child sized? ______		______ =	______


Y N	Y N NA		Y N NA						(# child sized)		(# children)	(% child sized)
Y N	Y N NA		Y N NA					Y N
1.1	3.1	5.1					7.1
1.2	3.2	5.2					7.2
	3.3	5.3

3. Furnishings for					1	2	3	4	5	6	7
	Relaxation				1	2	3	4	5	6	7	5.1 Total time – cozy area: _________


	Y N	Y N				Y N				Y N
1.1	3.1		S 5.1						7.1
1.2	3.2			5.2					7.2
				5.3
S = substantial portion of the day

4. Room arrangement					1	2	3	4	5	6	7
					1	2	3	4	5	6	7	3.1, 5.1, 7.1 List defined interest centers:

	Y N	Y N NA				Y N				Y N
	Y N	Y N NA				Y N				Y N
1.1	3.1			5.1					7.1
1.2	3.2			5.2					7.2
	3.3			5.3					7.3
	3.4

5. Space for privacy					1	2	3	4	5	6	7
					1	2	3	4	5	6	7	5.2 Total time – space for privacy: _________

	Y N	Y N				Y N				Y N
	Y N	Y N				Y N				Y N
1.1	3.1			5.1					7.1
	3.2		S 5.2						7.2
S = substantial portion of the day

6. Child-related display					1	2	3	4	5	6	7
					1	2	3	4	5	6	7

	Y N	Y N				Y N				Y N
1.1	3.1			5.1					7.1
1.2	3.2			5.2					7.2
				5.3

7. Space for gross motor					1	2	3	4	5	6	7	1.1, 3.2 Safety hazards:	major	minor
												outdoors
	Y N	Y N				Y N				Y N		outdoors
1.1	3.1			5.1					7.1
1.2	3.2			5.2					7.2
1.2	3.2			5.2					7.2
				5.3					7.3
												indoors

8. Gross motor equipment			1	2	3	4	5	6	7	3.1	Total time – gross motor equipment: ___________________________																						7.1 stationary:
										3.1
										5.2	List variety of skills:
										5.2	List variety of skills:
Y N	Y N		Y N NA					Y N			1)								5)
1.1	3.1	5.1					7.1				2)								6)														portable:
1.2	3.2	5.2					7.2				2)								6)														portable:
1.2	3.2	5.2					7.2
1.3	3.3	5.3									3)								7)
											4)								8)

A. Subscale (Items 1 - 8) Score __ __								B. Number of items scored __ __										SPACE AND FURNISHINGS Average Score (A y B) __.__ __

											PERSONAL CARE ROUTINES

9. Greeting/departing			1	2	3	4	5	6	7	1.1, 3.1, 5.1, 5.3, 7.3 Greetings observed (											=yes,			=no)
			1	2	3	4	5	6	7		Child		Parent	Info shared


Y N	Y N		Y N NA					Y N NA		1	___		___	___
Y N	Y N		Y N NA					Y N NA		2	___		___	___
1.1	3.1	5.1					7.1			2	___		___	___
1.1	3.1	5.1					7.1			3	___		___	___
1.2	3.2	5.2					7.2			3	___		___	___
1.2	3.2	5.2					7.2			4	___		___	___
1.3	3.3	5.3					7.3			4	___		___	___
1.3	3.3	5.3					7.3			5	___		___	___
										5	___		___	___
										6	___		___	___

10. Meals/snacks			1	2	3	4	5	6	7	1.3, 3.3 Sanitary conditions observed (										=yes,		=no)										Tables sanitized?
			1	2	3	4	5	6	7
																2	3	4		5	6	7	8		9	10	11	12	13	14	15
Y N NA	Y N NA			Y N NA					Y N						1	2	3	4		5	6	7	8		9	10	11	12	13	14	15
Y N NA	Y N NA			Y N NA					Y N	Children’s hands washed																						Other problems?
1.1	3.1	5.1						7.1		Children’s hands washed																						Other problems?
1.1	3.1	5.1						7.1		Teachers’ hands washed
1.2	3.2	5.2						7.2		Teachers’ hands washed
1.2	3.2	5.2						7.2
1.3	3.3	5.3						7.3
1.4	3.4	5.4
1.5	3.5
	3.6

11. Nap/rest			1	2	3	4	5	6	7 NA									Y N
			1	2	3	4	5	6	7 NA		3.2	All cots/mats		18" apart?


Y N	Y N		Y N				Y N				5.3	All cots/mats		36" apart?
Y N	Y N		Y N				Y N
1.1	3.1	5.1				7.1
1.2	3.2	5.2				7.2
1.3	3.3	5.3
	3.4

12. Toileting/diapering			1	2	3	4	5	6	7
			1	2	3	4	5	6	7

Y N	Y N			Y N				Y N
1.1	3.1	5.1					7.1
1.2	3.2	5.2					7.2
1.3	3.3	5.3

1.43.4

3.5

1.3, 3.3 Handwashing observed (									=yes,		=no)
			2	3	4	5	6	7	8	9	10	11	12	13	14	15
		1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
	Child
	Teacher

Adult handwashing completed ____ out of ____ times

Percentage completed = ____ %

Child handwashing completed ____ out of ____ times

Percentage completed = ____ %

3.1 Sanitary conditions ( =yes,	=no)
Toilets flushed? ____	Same sink sanitized? ____
Other issues:

13. Health practices			1	2	3	4	5	6	7	1.1, 3.1, 3.2 Handwashing observations (tally)								Adult handwashing
			1	2	3	4	5	6	7				Adult		Child			Completed ____ out of ____ times


Y N	Y N		Y	N			Y	N NA				Yes		No		Yes	No
Y N	Y N		Y	N			Y	N NA		Upon arrival in class or								Percentage completed = ____ %
1.1	3.1	5.1					7.1			re-entry from outdoors								Child handwashing
1.2	3.2	5.2					7.2			After sand or messy play								Child handwashing
	3.3	5.3																Completed ____ out of ____ times
	3.3	5.3								Before/after water play
	3.4

																		Percentage completed = ____ %

										After dealing w/ bodily
										After dealing w/ bodily
										fluids or skin contact
										After touching pets or
										contaminated objects
14. Safety practices			1	2	3	4	5	6	7	1.1, 3.1 Safety hazards:			major				minor
										outdoors
Y N	Y N		Y N				Y N			outdoors
1.1	3.1	5.1					7.1
1.2	3.2	5.2					7.2
1.2	3.2	5.2					7.2
1.3	3.3
										indoors

Subscale (Items 9 - 14) Score __ __								Number of items scored __ __						PERSONAL CARE ROUTINES Average Score (A yB) __.__ __

											LANGUAGE-REASONING

15. Books & pictures			1	2	3	4	5	6	7	5.1 Total time – books and pictures = ___________								5.5 Informal reading observed? {y / n}
										5.1 Total time – books and pictures = ___________								5.5 Informal reading observed? {y / n}
Y N	Y N		Y N				Y N			5.1 Wide selection (tally):			fantasy _______
Y N	Y N		Y N				Y N
1.1	3.1	S 5.1					7.1			nature/science _______				factual _______			race/culture _______
1.2	3.2	5.2					7.2			people _______				abilities _______			animals _______
		5.3								people _______				abilities _______			animals _______
		5.3
		5.4								5.4 Violence? _______
		5.5								Also see Item 26, 3.1 and 5.1, and Item 28, 3.1 and 5.1.
										Also see Item 26, 3.1 and 5.1, and Item 28, 3.1 and 5.1.

16. Encouraging children			1	2	3	4	5	6	7	5.1 Communication activities
to communicate			1	2	3	4	5	6	7	Examples during free play:


Y N	Y N		Y N				Y N			Examples during group time:
1.1	3.1	5.1				7.1				Examples during group time:
1.1	3.1	5.1				7.1
1.2	3.2	5.2				7.2
	3.3									7.2 Examples of written communication:

17. Using language to			1	2	3	4	5	6	7	3.1, 5.1 Examples of logical relationships:
develop reasoning			1	2	3	4	5	6	7


skills
Y N	Y N		Y	N			Y	N		5.2 Examples of child’s explanations:
1.1	3.1	5.1				7.1
1.2	3.2	5.2				7.2

18. Informal use of			1	2	3	4	5	6	7	5.3 Examples of staff expanding on children’s ideas:
language			1	2	3	4	5	6	7


Y N	Y N		Y N				Y N
1.1	3.1	5.1				7.1				7.2 Examples of staff questioning for longer answers:
1.2	3.2	5.2				7.2				7.2 Examples of staff questioning for longer answers:
1.2	3.2	5.2				7.2
1.3		5.3
		5.4

A. Subscale (Items 15 - 18) Score __ __								B. Number of items scored __ __			LANGUAGE-REASONING Average Score (A yB) __.__ __

										ACTIVITIES

19. Fine Motor			1	2	3	4	5	6	7	5.1 Total time – fine motor activities = ___________
			1	2	3	4	5	6	7	5.1 Types of fine motor material (list 3 to 5 of each):

Y N	Y N		Y N				Y N
Y N	Y N		Y N				Y N			x Small building materials _____________________________________
1.1	3.1	S 5.1				7.1
1.1	3.1	S 5.1				7.1
1.2	3.2	5.2				7.2				x Art: ____________________________________________________
		5.3								x Manipulatives _____________________________________________

x Puzzles __________________________________________________

20. Art			1	2	3	4	5	6	7	5.1	Total time – art materials = ________
			1	2	3	4	5	6	7	5.1	Total time – art materials = ________
Y N	Y N		Y N				Y N NA			5.1	Types of art materials (list 3 to 5 of each):
Y N	Y N		Y N				Y N NA			x
1.1	3.1	S 5.1				7.1				x	drawing (required) _____________________________
1.2	3.2	5.2				7.2				x	paints _____________________________
						7.3				x	paints _____________________________
										x	3-D _____________________________
										x		x tools _______________________________
S = substantial portion of the day										x	collage _____________________________	x tools _______________________________

21. Music/movement			1	2	3	4	5	6	7	3.1, 5.1 Total time – music materials = ________
			1	2	3	4	5	6	7

Y N	Y N		Y N				Y N			5.1 Types of music materials:
Y N	Y N		Y N				Y N
1.1	3.1	5.1				7.1				x	instruments __________________________________
1.2	3.2	5.2				7.2				x music to listen to, and for older kids to play ______________________________
	3.3					7.3
	3.3					7.3
										x dance props with music _______________________________
										7.1	Music available as a free choice? _____ As a group activity? _____

22. Blocks			1	2	3	4	5	6	7
			1	2	3	4	5	6	7

Y N	Y N		Y N				Y N
1.1	3.1	5.1				7.1
	3.2	5.2				7.2
	3.3	5.3				7.3
		S 5.4

S = substantial portion of the day

5.4Total time – block area = ________

7.1Types of blocks ( =observed): __ unit

__ large hollow __ homemade

__ other: ____________________

23. Sand/water			1	2	3	4	5	6	7
			1	2	3	4	5	6	7

Y N	Y N		Y N				Y N
1.1	3.1	5.1				7.1
1.2	3.2	5.2				7.2
		5.3

3.1, 5.1, 7.1 Provision for… ( =observed): Indoors Outdoors

Sand

Water

5.3 Total time – sand or water play = ___________

24. Dramatic play			1	2	3	4	5	6	7
			1	2	3	4	5	6	7

Y N	Y N		Y N				Y N
1.1	3.1	5.1				7.1
	3.2	S 5.2				7.2
	3.3	5.3				7.3
		5.4				7.4

S = substantial portion of the day

5.1 Gender-specific dress-up clothing (list): 5.3 Themes represented in props (name at least two):

Male Female

5.2 Total time – dramatic play = _______

25. Nature/science			1	2	3	4	5	6	7	5.1 Types of nature/science materials (list 3 to 5 of each):
			1	2	3	4	5	6	7
										x Collections of natural objects _____________________________________
Y N	Y N		Y N				Y N
Y N	Y N		Y N				Y N			x
1.1	3.1	5.1				7.1				x	Living things __________________________________________________
	3.2	S 5.2				7.2				x Books, games, toys _____________________________________________
	3.3	5.3
	3.3	5.3
		5.4								x	Activities _____________________________________________________
S = substantial portion of the day										5.2 Total time – nature/science: ______
26. Math/number			1	2	3	4	5	6	7	5.1 Types of math/number materials (list 3 to 5 of each):
			1	2	3	4	5	6	7	x
											Counting ______________________________________________________
Y N	Y N		Y N				Y N
Y N	Y N		Y N				Y N			x	Written numbers ________________________________________________
1.1	3.1	5.1				7.1				x
1.1	3.1	5.1				7.1				x
1.2	3.2	S 5.2				7.2				x	Measuring _____________________________________________________
		5.3								x	Comparing quantities _____________________________________________
		5.4								x	Shapes ________________________________________________________
										x
S = substantial portion of the day										5.2 Total time – math/number: ______
27. Use of TV, video,			1	2	3	4	5	6	7 NA
and/or computers			1	2	3	4	5	6	7 NA


Y N	Y N		Y N NA					Y N NA
1.1	3.1	5.1				7.1
1.2	3.2	5.2				7.2
	3.3	5.3
		5.4

28. Promoting acceptance			1	2	3	4	5	6	7	5.1 Diversity in materials (tally)
of diversity			1	2	3	4	5	6	7					Other
												Books	Pictures

Y N	Y N		Y N				Y N							materials
Y N	Y N		Y N				Y N			Races
1.1	3.1	5.1				7.1				Races
1.1	3.1	5.1				7.1				Cultures
1.2	3.2	5.2				7.2				Cultures
1.2	3.2	5.2				7.2				Ages
1.3	3.3									Ages
1.3	3.3									Abilities
										Abilities
										Gender

A. Subscale (Items 19 - 28) Score __ __									B. Number of items scored __ __						ACTIVITIES Average Score (A y B) __.__ __

INTERACTION

29.Supervision of gross motor activities

1 2 3 4 5 6 7

Y N		Y N	Y N	Y N
1.1	3.1	5.1		7.1
1.2	3.2	5.2		7.2
		5.3		7.3

30.General supervision of children

1 2 3 4 5 6 7

Y N	Y N	Y N	Y N
1.1	3.1	5.1	7.1
1.2	3.2	5.2	7.2
	3.3	5.3
		5.4

31. Discipline

1 2 3 4 5 6 7

Y N	Y N	Y N	Y N
1.1	3.1	5.1	7.1
1.2	3.2	5.2	7.2
1.3	3.3	5.3	7.3

32.Staff-child interactions

1 2 3 4 5 6 7

Y N	Y N	Y N	Y N
1.1	3.1	5.1	7.1
1.2	3.2	5.2	7.2
1.3		5.3

33.Interactions among children

1 2 3 4 5 6 7

Y N	Y N	Y N	Y N
1.1	3.1	5.1	7.1
1.2	3.2	5.2	7.2

1.33.3

A. Subscale (Items 29 - 33) Score __ __									B. Number of items scored __ __				INTERACTION Average Score (A y B) __.__ __

											PROGRAM STRUCTURE

34. Schedule			1	2	3	4	5	6	7	5.3 Time – indoor play =		______
			1	2	3	4	5	6	7	5.3 Time – indoor play =		______
Y N	Y N		Y	N			Y	N			Time – outdoor play = ______
1.1	3.1	5.1				7.1					Total time – play =	______
	3.2	5.2				7.2					Total time – play =	______
	3.2	5.2				7.2
	3.3	S 5.3
	3.4	5.4

S = substantial portion of the day

35. Free play			1	2	3	4	5	6	7	5.1 Time – free play indoors =			______
			1	2	3	4	5	6	7	5.1 Time – free play indoors =			______
											Time – free play outdoors = ______
Y N	Y N		Y	N			Y	N			Time – free play outdoors = ______
1.1	3.1	S 5.1				7.1					Total time – free play =		______
1.2	3.2	5.2				7.2					Total time – free play =		______
1.2	3.2	5.2				7.2
	3.3	5.3


S = substantial portion of the day

36. Group time			1	2	3	4	5	6	7
			1	2	3	4	5	6	7

Y N	Y N		Y N				Y N
1.1	3.1	5.1				7.1
1.2	3.2	5.2				7.2
		5.3				7.3

37. Provisions for children			1	2	3	4	5	6	7 NA
with disabilities
with disabilities
Y N	Y N		Y N				Y N
1.1	3.1	5.1				7.1
1.2	3.2	5.2				7.2
1.3	3.3	5.3				7.3
1.4	3.4

A. Subscale (Items 34 - 37) Score __ __									B. Number of items scored __ __				PROGRAM STRUCTURE Average Score (A y B) __.__ __

PARENTS AND STAFF

38. Provisions for parents			1	2	3	4	5	6	7
			1	2	3	4	5	6	7

Y N	Y N		Y N				Y N
1.1	3.1	5.1				7.1
1.2	3.2	5.2				7.2
	3.3	5.3				7.3
	3.4	5.4

39. Provisions for			1	2	3	4	5	6	7
personal needs			1	2	3	4	5	6	7


of staff
Y N	Y N NA			Y N				Y N
1.1	3.1	5.1				7.1
1.2	3.2	5.2				7.2
	3.3	5.3				7.3
	3.4	5.4
	3.5
40. Provisions for			1	2	3	4	5	6	7
professional needs			1	2	3	4	5	6	7


of staff
Y N	Y N		Y N				Y N
1.1	3.1	5.1				7.1
1.2	3.2	5.2				7.2
1.3	3.3	5.3

41. Staff interaction			1	2	3	4	5	6	7	NA
and cooperation			1	2	3	4	5	6	7	NA


Y N	Y N		Y N				Y N
1.1	3.1	5.1				7.1
1.2	3.2	5.2				7.2
1.3	3.3	5.3				7.3

Get Ef 1143 A PDF Form

Form Characteristics

Fact Name	Description
Form Purpose	The EF 1143 A form, known as the Expanded Score Sheet, is used to assess early childhood environments according to established criteria.
Governing Scale	This form is based on the Early Childhood Environment Rating Scale, Revised (ECERS-R) developed by Thelma Harms, Richard M. Clifford, and Debby Cryer.
Usage Frequency	It is typically used during assessments to evaluate child care centers and preschool settings, promoting quality improvement.
Observer Information	Observers fill out personal and professional information, including their name, code, center or school details, and date of observation.
Child Data	The form requires demographic information on children present during the assessment, including birthdates and special needs considerations.
Rating Scale	Items are rated using a 1 to 7 scale, where lower scores indicate inadequate environments while higher scores represent quality conditions.
Areas of Evaluation	Key evaluation categories include space and furnishings, personal care routines, language-reasoning, and activities.
California Specific Regulations	In California, the use of this form is guided by the state’s licensing regulations for child care centers (Title 22, Division 12, Chapter 1).
Observation Requirements	The EF 1143 A form outlines specific times for observations, including when to begin and end, providing a structured approach to data gathering.
Data Collection	It assists in collecting quantitative data on various aspects, such as child-related displays, safety hazards, and communication opportunities.

Guidelines on Utilizing Ef 1143 A

Completing the EF 1143 A form is an essential step in documenting the environment and experiences of children in a care or educational setting. Following these steps will help ensure that you fill out the form accurately and efficiently.

Gather Information: Collect all necessary details about the observation, including the center/school name, codes, teacher information, and the names and ages of children present.
Enter Observer and Center Details: Write your name in the "Observer" field and assign yourself a unique observer code. Fill in the center/school name and its code, along with the specific room and room code.
Record Attendance: Note the number of staff and children present, along with the highest class size allowed and the highest number present during observation.
Indicate Observation Details: Fill in the date of the observation and the birth dates of the youngest and oldest children enrolled.
Document Timing: Record the times for when the observation began and ended, as well as the interview times.
Evaluate Space and Furnishings: For sections related to physical environment (like indoor space and furniture for care), assign scores based on your assessment.
Detail Personal Care Routines: Observe and record scores for routines such as greeting, meals/snacks, nap/rest, and toileting practices.
Assess Language and Reasoning: Document how language is used and how adults encourage reasoning skills through specific examples noted during observations.
Document Activities: Gather information about the types of activities provided, particularly those that promote fine motor skills and other learning experiences.
Calculate Averages: For the subscales indicated, compute average scores where required, based on the items scored.
Final Review: Go through the form to ensure all sections are completed accurately, checking for any missing information before submission.

Once you’ve filled out the EF 1143 A form, the data can be analyzed to contribute to the continuous improvement of early childhood environments. Proper documentation plays a key role in assessing the quality of care and education provided to children.

What You Should Know About This Form

What is the Ef 1143 A form?

The Ef 1143 A form is a comprehensive observation tool designed to assess early childhood environments. It incorporates the Expanded version of the Early Childhood Environment Rating Scale (ECERS-R), created by Thelma Harms, Richard M. Clifford, and Debby Cryer. This form helps educators evaluate various aspects of their learning environment, including space, furnishings, personal care practices, and the promotion of language and reasoning skills among children.

Who should use the Ef 1143 A form?

This form is intended for use by early childhood educators, program administrators, and evaluators. It serves as a valuable resource for anyone involved in assessing or improving the quality of early childhood education programs. By utilizing this form, users can gain insights into how well their environment meets the developmental needs of children.

How does the observation process work?

The observation process involves filling out the Ef 1143 A form during a scheduled visit to the early childhood program. The observer records various details, such as the number of children and staff present, the timing of the observation, and specific notes on the environment and activities taking place. This systematic approach allows for an accurate evaluation of the program's strengths and areas for improvement.

What sections are included in the Ef 1143 A form?

The Ef 1143 A form consists of several key sections. These include evaluations of space and furnishings, personal care routines, language and reasoning activities, and general activities. Each section contains specific items that observers rate on a numerical scale, providing a comprehensive overview of the program's environment and practices.

How is the scoring determined?

Observations in the Ef 1143 A form are scored on a scale typically ranging from 1 to 7. Higher scores indicate better quality in specific areas, while lower scores suggest the need for improvement. The average score for each major section is calculated by dividing the total points received by the number of items scored. This assists in identifying overall program strengths and weaknesses.

What should be done with the completed Ef 1143 A form?

Once completed, the Ef 1143 A form should be reviewed and analyzed to determine areas that may need enhancement. It's beneficial to share results with staff to foster discussions about quality improvement. Programs may use this information to develop action plans, allocate resources more effectively, or seek professional development opportunities aimed at raising standards in their early childhood settings.

How often should the Ef 1143 A form be used?

Regular assessments using the Ef 1143 A form are recommended. Many programs opt for annual evaluations to monitor their progress. However, it can also be beneficial to conduct more frequent observations during times of significant change, such as after implementing new curriculum strategies or transitioning to new staff. This ongoing reflection helps maintain a high standard of care and education.

Can the Ef 1143 A form be adapted for different contexts?

While the Ef 1143 A form is designed for early childhood programs, it can indeed be adapted for different settings or contexts. Programs that cater to diverse age groups or specialized learning environments can modify certain sections to better fit their specific needs. However, any adaptations should maintain the integrity of the assessment process to ensure reliable evaluations.

Where can I find more information about the Ef 1143 A form?

Additional information about the Ef 1143 A form can typically be found through early childhood education resources, training workshops, and professional organizations focused on childhood development. Many educational institutions and training programs also provide guidance on the effective use of this form, making it easier for educators to incorporate it into their practices.

Common mistakes

Filling out the EF 1143 A form can be a straightforward process, yet several common mistakes can lead to unnecessary complications. One crucial error occurs when personal information is incomplete or inaccurate. Make sure to include the observer’s, center’s, and room details. Missing or incorrect information can delay processing and create confusion.

Another frequent mistake involves the observation details. It’s vital to accurately record the number of staff and children present. Forgetting to include this information not only skews the data but also affects the overall assessment. If observers do not reflect the actual classroom environment, it undermines the entire evaluation.

Many people confuse the scoring system. Each section has specific criteria that must be followed carefully. Ambiguities in scoring can lead to misinterpretations, so it's important to follow the instructions closely. Review each item—common pitfalls include misplacing scores between categories or using inconsistent scaling.

A further misstep is not specifying the types of disabilities. The form explicitly asks for identification of any disabilities among children present. Omitting this detail can overlook significant factors during the assessment process. Clear documentation supports a better understanding of each child's needs.

Forgetting to note the exact timings of observations can also create problems. Observers often skip recording start and end times, which can lead to discrepancies in evaluation duration. Ensuring precise documentation of these times can provide invaluable context for the assessment.

Another mistake centers around the interpretation of "space for privacy" and other similar sections. Some may misjudge what qualifies under specific categories. Clear understanding and proper documentation of these areas are essential for accurate evaluation—misjudgments can negatively impact the overall scores.

Lastly, failing to thoroughly engage with all assessment areas is a missed opportunity. Each section is designed to capture a comprehensive view of the environment. Ignoring any of these elements can lead to an incomplete representation of the setting. Attention to detail ensures a rich and insightful assessment.

Documents used along the form

The EF 1143 A form, also known as the SCORE SHEET for the Early Childhood Environment Rating Scale, is an essential tool used to assess various aspects of early childhood educational settings. To complement this form, there are several other documents that educators and evaluators frequently utilize. Below is a list of eight common forms and their purposes.

Observation Checklist: This document outlines specific areas to observe during classroom evaluations. It helps evaluators ensure that all necessary criteria are assessed and that the observation process remains focused.
Individual Child Assessment Form: This form is designed to evaluate the developmental progress of each child in the classroom. It provides valuable insights into a child's language, cognitive, social, and physical development.
Health and Safety Inspection Report: This report is essential for assessing the safety and health conditions of the classroom environment. It identifies potential hazards and ensures compliance with health regulations.
Parent Survey: A parent survey gathers feedback from families regarding their perceptions of the educational environment and the specific needs of their children. This information can guide program improvements.
Staff Qualifications Form: This document tracks the educational backgrounds and professional development of the staff members. It helps ensure that the teaching personnel meet required standards and qualifications.
Attendance Record: This record maintains a log of children's attendance in the program. It is useful for tracking participation rates and ensuring consistency in attendance.
Daily Schedule: The daily schedule provides a detailed outline of the day’s activities, including time for meals, play, and instruction. It helps staff and parents understand the structure of the day.
Training Logs: These logs document the professional development training that staff members have completed. They are useful for tracking the ongoing education of staff and ensuring that they remain current with best practices.

Each of these documents plays a vital role in supporting the evaluation and improvement of early childhood education programs. Together, they help create a comprehensive picture of the educational environment, ensuring that all aspects of child development and safety are being addressed effectively.

Similar forms

I-94 Form: Like the EF 1143 A form, the I-94 records information related to the arrival and departure of non-immigrant visitors to the U.S. It contains details about the person's visa and stay duration, essential for tracking compliance with immigration regulations.
Form 990: Non-profit organizations use this form to report financial information to the IRS. Similarly, it assesses operational aspects like staffing and programs, much as the EF 1143 A evaluates early childhood environments.
Child Care License Application: Both documents ensure compliance with safety and operational standards in child care centers. They require specific information about staff qualifications and facility conditions.
Health and Safety Checklist: This checklist evaluates health and safety measures in facilities, paralleling the EF 1143 A’s focus on personal care routines and safety practices in early childhood environments.
Head Start Program Performance Standards: This set of standards outlines criteria for early childhood education programs. Much like the EF 1143 A, it aims to ensure quality education and care through defined assessments and performance metrics.
Early Childhood Education Observation Forms: These forms are used for assessing educational settings. They gather information about interactions and activities, mirroring how the EF 1143 A measures aspects of environment and routines.
Individualized Family Service Plan (IFSP): Similar to the EF 1143 A, this document is tailored for children with disabilities, outlining services needed and measuring developmental progress through structured observations.
Developmental Screening Tools: These tools help identify children’s development stages and needs. They share similarities with the EF 1143 A by providing a structured format to observe and document the child’s developmental milestones.
Quality Rating and Improvement System (QRIS) Assessments: QRIS evaluates child care quality using various criteria. Like the EF 1143 A, it uses objective measures to assess the care environment and set improvement goals.

Dos and Don'ts

When filling out the Ef 1143 A form, it’s essential to follow guidelines to ensure accuracy. Here are some do’s and don'ts:

Do: Write legibly to ensure that all information is easily readable.
Do: Double-check all dates for accuracy, including observation and birthdates.
Do: Use clear and concise answers, particularly when specifying types of disabilities.
Do: Remain consistent in using "Y" or "N" when marking yes or no responses throughout the form.

Don't: Leave any required sections blank; all fields must be completed.
Don't: Use abbreviations that may confuse the reader; spell everything out clearly.
Don't: Forget to sign the form; an observer's signature is necessary.
Don't: Alter or erase any marks; if a mistake is made, strike through and write the correct response next to it.

Misconceptions

People often have misconceptions about the EF 1143 A form, particularly regarding its purpose and use. Here’s a clearer look at some common misunderstandings:

The EF 1143 A form is only for teachers. This form is used by observers, which can include administrators and support staff, not just teachers. It helps evaluate various aspects of a child care environment.
It solely assesses classroom behavior. While the form does address behavior, it also evaluates the physical environment, care routines, and overall quality of early childhood activities.
There is only one correct way to fill out the form. Each observation is unique, and the form can be adapted to reflect specific situations encountered during evaluations.
EF 1143 A form observations can be done informally. Observations should be structured and thorough, capturing details accurately for reliable assessments.
It does not account for children with disabilities. The form includes sections specifically designed to note children with identified disabilities, ensuring inclusion in the evaluation process.
The scores are absolute measures of quality. The scores provide a way to assess the environment, but they should be used alongside qualitative observations for a fuller picture.
Only the final score matters. Each individual item on the form provides critical insight into specific areas that may need improvement, not just the overall score.
Filling out the form is a one-person job. Collaboration often enriches the observation process. Multiple viewpoints can help create a more comprehensive assessment.
Negative observations reflect poorly on the staff. Observations are meant to identify areas for growth and development, not to blame or criticize individuals. They are tools for improvement.
Observers must have teaching experience. While teaching experience can be beneficial, observers need to be trained in the specific assessment tools and criteria of the EF 1143 A form to ensure accurate and meaningful observations.

Understanding the true purpose and function of the EF 1143 A form can guide educators and administrators in using it effectively to enhance early childhood environments.

Key takeaways

The EF 1143 A form is crucial for observing and assessing early childhood environments. Below are key takeaways for individuals who will be filling out and utilizing this form.

The form collects detailed information about the observation, including the date, time, and the number of children and staff present.
Make sure to identify any children with disabilities and note their specific types, as this information is vital for understanding the environment's inclusivity.
Assess each component of the environment rigorously and record scores using the provided scale. Consistent scoring enables meaningful comparisons over time.
Pay close attention to personal care routines, as they reflect the level of care and attention children receive during meals, naptime, and hygiene practices.
Document the space arrangements and types of equipment available. This impacts children's ability to engage in various activities and promotes physical development.
The section on language and reasoning is important for gauging how staff encourage communication and critical thinking during interactions with children.
Use the section on activities to assess the variety of learning experiences provided. Ensure that both fine and gross motor activities are well-represented.
After completing the form, review the scores and observations together. This reflection helps in developing action plans for improvement and ensuring any necessary changes are made.

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