Blank Ef 1143 A Template

The Ef 1143 A form is a comprehensive score sheet designed to assess early childhood environments based on the Early Childhood Environment Rating Scale - Revised. It helps observers systematically evaluate various aspects of educational settings, including space, furnishings, and personal care routines. For those involved in early childhood education, completing this form can provide valuable insights into the effectiveness of their programs—get started by filling out the form below.

Article Guide

The EF 1143 A form, known as the Expanded Score Sheet, serves as a comprehensive tool for evaluating early childhood environments. This form is part of the Early Childhood Environment Rating Scale - Revised, developed by Thelma Harms, Richard M. Clifford, and Debby Cryer. It requires observers to gather specific details about the center or school, including information about the staff, children, and the environment itself. Key sections of the form assess various components of the environment, such as space and furnishings, personal care routines, language reasoning, and activities. Observers note the presence of children with disabilities, record their ages, and document the number of staff and children present during the observation. Each section features a scoring system that helps identify areas of strength and those needing improvement within the educational setting. Overall, the EF 1143 A form allows educators and administrators to capture essential data that can guide enhancements to support child development in early childhood programs.

Form Sample

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

⇩ PDF

Document Specifications

Fact Name	Detail
Purpose	The EF 1143 A form is designed to assess the quality of early childhood environments through observation in specific classroom settings.
Authors	This form has been created by Thelma Harms, Richard M. Clifford, and Debby Cryer, who are experts in early childhood education.
Usage	It is commonly used by educators and administrators to evaluate learning spaces, ensuring they meet developmental and educational standards.
Governing Laws	The form adheres to guidelines set forth by the National Association for the Education of Young Children (NAEYC) and other relevant state-specific regulations regarding early childhood education.

Steps to Filling Out Ef 1143 A

Filling out the EF 1143 A form requires attention to detail and accuracy. As you complete the form, ensure that all required information is provided, as it influences the assessment process. Below are the steps to guide you through filling out the form correctly.

Begin with the observer information: Write your name in the appropriate space for "Observer" and provide your unique "Observer Code."
Provide the center and room details: Fill in the "Center/School" and "Room" sections with their respective names. Also, include the "Center Code" and "Room Code."
Document participation: Indicate the number of staff and children present during the observation. Fill out the highest number of children allowed in class and the highest number observed.
Input dates: Write the date of observation using the format MM/DD/YYYY.
Identify disabilities: If applicable, fill in the number of children with identified disabilities and check the relevant types of disabilities.
Record birthdates: Enter the birthdates of the youngest and oldest children enrolled, again using MM/DD/YYYY format.
Log observation times: Note the start and end times for both the observation itself and any interviews that took place, using AM/PM format.
Assess space and furnishings: Utilize the scoring system to evaluate various aspects of indoor space, furniture, relaxation areas, and more. Each of these includes multiple items requiring scores.
Rate personal care routines: Fill in details regarding greeting/departing, meals/snacks, naptime, toileting/diapering, health practices, and safety practices. Use the provided scoring options judiciously.
Evaluate language-reasoning skills: For each language-related item, indicate observations and scores based on examples seen during the observation period.
Document activities: Provide detailed accounts of fine motor and other activities, including the types of materials observed.
Total scores: At the end of your form, calculate average scores for each subsection based on the items scored and provide those sums clearly.

Once the form is completed, ensure that you review all sections for clarity and completeness. This will help maintain the integrity of the evaluation process.

More About Ef 1143 A

What is the EF 1143 A form?

The EF 1143 A form, commonly referred to as the Expanded Early Childhood Environment Rating Scale (ECERS), allows educators and observers to evaluate the quality of early childhood environments. By using this form, various aspects of the childcare environment—including space, furnishings, personal care routines, and opportunities for learning—are assessed, enabling professionals to identify strengths and areas that may need improvement. The ultimate goal is to enhance children's learning experiences.

Who uses the EF 1143 A form?

This form is primarily used by early childhood educators, program administrators, and evaluators within childcare settings. By observing classrooms and filling out the form, they can gather important information for assessments, staff training, or accreditation processes. Consequently, its comprehensive and structured approach can help improve educational quality across various programs.

How is the EF 1143 A form structured?

The structure of the EF 1143 A form consists of sections that focus on different categories, such as Space and Furnishings, Personal Care Routines, Language-Reasoning, and Activities. Each category contains specific items to evaluate, allowing observers to score the quality of the environment on a scale. This detailed breakdown helps pinpoint specific practices that support or hinder effective early childhood education.

What is the scoring system for the EF 1143 A form?

Scores for each item on the form range from 1 to 7, where higher numbers indicate better quality. The observer will evaluate different components within each category, tallying scores to calculate an average. This overall score helps determine how well the environment meets established standards for early childhood education.

How long does an observation take using the EF 1143 A form?

The observation time can vary based on the specific setting and the number of children present, but generally, it takes between 2 to 4 hours. This includes the time spent observing the classroom dynamics, interactions, and activities, as well as completing the form itself. Sufficient observation time allows for a comprehensive evaluation of the environment.

Are there specific training or qualifications needed to complete the EF 1143 A form?

While there are no formal prerequisites, having training in early childhood education and familiarity with the ECERS framework is highly beneficial. Training sessions often provide guidance on using the form effectively, giving individuals the skills to conduct accurate and reliable observations. Individuals who understand child development principles will generally find it easier to assess environments meaningfully.

How can the results from the EF 1143 A form be used?

The results from the EF 1143 A form serve various purposes. They can inform quality improvement initiatives within early childhood programs, guide professional development for staff, and even assist in funding applications or accreditation processes. Using the information gathered from the assessment helps stakeholders make data-driven decisions to enhance the educational environment for children.

Can parents access the EF 1143 A form results?

While the primary use of the EF 1143 A form is for internal assessments, parents may be able to access summaries or reports derived from the assessments. It could depend on the policies of the specific childcare program. Transparency around assessment outcomes can help engage parents and strengthen the partnership between them and educators, ultimately supporting the child's educational journey.

What should I do if I have further questions about the EF 1143 A form?

If you have additional questions or concerns, reaching out to your childcare program director or the individual responsible for conducting evaluations at your center is a great start. They can provide more personalized information and address any specific inquiries you may have about the form and its implementation. Always feel free to ask; seeking clarification is essential to foster a better learning environment.

Common mistakes

Incomplete Personal Information: Failing to fill out the observer's name, code, center/school name, and room details can lead to confusion and misattribution of the observation results.
Incorrect Observational Timing: Not accurately recording the time the observation began and ended can skew the data and affect the reliability of the findings.
Missing Data on Disabilities: Neglecting to specify the type of disability for children with identified disabilities can limit the effectiveness of the form and the insights drawn from the observations.
Improper Scoring: Assigning the wrong scores in the indoor space and furnishings categories can distort the overall assessment. Each item must be evaluated and scored accurately based on observation criteria.
Ignoring Sanitary Observations: Failing to check and record the sanitary conditions related to meals, snacks, and toileting routines can lead to health and safety issues being overlooked.
Overlooking Communication Activities: Not providing examples of children’s communication during free play or group time can result in an incomplete understanding of their language development.
Inaccurate Documentation of Materials: Listing insufficient or incorrect materials used for activities like fine motor skills can lead to misleading evaluations regarding resource availability and implementation quality.

Documents used along the form

The EF 1143 A form is a crucial document used to assess early childhood environments. Several other forms and documents are often utilized alongside it to ensure comprehensive evaluations. Each of these serves a distinct purpose and can facilitate a more thorough understanding of the environment and the developmental needs of children.

EF 1143 B: This form assists in capturing detailed observations and outcomes related to the assessment process. Observers use it to provide additional context and insights about the learning environment.
Child Assessment Portfolio: This portfolio contains individual assessments for children enrolled in the program. It includes developmental milestones and progress reports that help track each child's growth and achievements.
Staff Training Records: These records document the training and qualifications of staff members. This information can be critical in assessing the overall quality of care and education provided in the setting.
Facility Usage Log: This log records the usage of different rooms and resources within the facility. It helps in understanding how spaces are utilized and whether they meet the needs of all children.
Health and Safety Checklist: This document outlines health and safety compliance measures taken by the facility. It ensures that standards are maintained to promote a safe learning environment for children.
Emergency Preparedness Plan: This plan details the protocols in place for emergencies. It covers evacuation routes, emergency contacts, and procedures to ensure children's safety during unforeseen events.
Parent Communication Logs: These logs track communication with parents regarding their children's progress and any concerns that arise. They are essential for fostering strong partnerships between families and the educational setting.

These forms and documents, when used in conjunction with the EF 1143 A, provide a well-rounded view of the early childhood education environment. Each contributes valuable information that can lead to improvements and a better understanding of the needs of the children served.

Similar forms

The EF 1143 A form, designed as an observation tool for assessing early childhood environments, shares similarities with the Child Assessment Record (CAR). Both documents aim to evaluate the developmental outcomes and environments that affect young children. The CAR includes information on children’s developmental milestones, facilitating a comprehensive view of their growth while allowing for evidence-based decisions regarding educational strategies and interventions.

Another comparable document is the Classroom Assessment Scoring System (CLASS). This tool evaluates teacher-child interactions and classroom environments, focusing on emotional support, classroom organization, and instructional support. Like the EF 1143 A form, CLASS uses observational data to inform improvements in preschool settings, helping educators enhance learning experiences for children.

The Early Childhood Environment Rating Scale (ECERS) is also similar to the EF 1143 A form. Both tools set a standard for assessing the quality of early learning environments. ECERS focuses on several domains, including space and furnishings, personal care routines, and activities, paralleling the categories found in EF 1143 A. This similarity allows both instruments to maintain a comprehensive approach to quality assessment in child care settings.

The Family Engagement Survey shares a focus on the importance of family involvement in early childhood education. While the EF 1143 A form primarily assesses the environment and routines, the Family Engagement Survey evaluates how effectively programs involve families in the educational process. Both documents underscore the significance of supportive environments in fostering child development.

The Individualized Education Program (IEP) is another related document regarding individual child assessment. Like the EF 1143 A, it collects specific data about children with disabilities to ensure tailored educational plans. The IEP focuses on the unique needs of each child, emphasizing individualized strategies for fostering growth, paralleling the EF 1143 A’s objective of assessing inclusive practices.

In addition, the Program Administration Scale (PAS) assesses the quality of early childhood programs from an administrative perspective. This tool collects information on the effectiveness of policies and procedures in place, much like the EF 1143 A form, which gathers data on program practices. This connection reinforces the need for strong administrative practices to create quality learning environments.

The Quality Rating and Improvement System (QRIS) is another document that aligns with the EF 1143 A form's objectives. QRIS measures and rates early childhood programs based on numerous quality indicators, similar to the way the EF 1143 A evaluates various aspects of the environment. Both tools aim to improve educational outcomes through a structured assessment process.

The Head Start Program Performance Standards (HSPPS) also parallel the EF 1143 A form's approach to quality assessment. HSPPS outlines standards for health, safety, and education, laying a framework that mirrors the evaluation criteria in the EF 1143 A. Both emphasize high-quality care and education as essential components of child development.

Lastly, the State Licensing Requirements document for child care programs relates closely to the EF 1143 A form. Licensing requirements specify the minimum standards that child care programs must meet, focusing on safety, health, and developmentally appropriate practices. The EF 1143 A form builds upon these standards by providing a more comprehensive evaluation of the quality of care each program provides.

Dos and Don'ts

Things You Should Do When Filling Out the EF 1143 A Form:

Read all instructions carefully before starting.
Write clearly and legibly throughout the form.
Ensure all relevant fields are completed with accurate information.
Double-check your entries for any possible errors or omissions.
Use black or blue ink to maintain a professional appearance.

Things You Shouldn't Do When Filling Out the EF 1143 A Form:

Don’t leave any required fields blank.
Avoid using abbreviations that may confuse the reader.
Do not rush; take your time to provide thorough responses.
Don’t skip reviewing your completed form before submission.
Refrain from using colored ink other than black or blue.

Misconceptions

Understanding the EF 1143 A form can be challenging, and several misconceptions may lead to confusion regarding its purpose and usage. Below is a list of five common misconceptions about the form, clarified for better comprehension.

The form is only for assessing physical spaces. Many believe that the EF 1143 A focuses solely on the physical environment. In reality, it evaluates multiple aspects, including personal care routines and language reasoning practices in early childhood settings.
Only teachers should fill out the form. There is a misconception that only teachers or staff members are qualified to complete the EF 1143 A. However, observers, including administrators and external evaluators, can also complete the form to provide a comprehensive assessment.
Scores do not impact quality improvement efforts. Some think the scores recorded on the EF 1143 A have no real implications. In fact, the scores help identify strengths and weaknesses, guiding quality improvement initiatives within early childhood programs.
The EF 1143 A is a one-time assessment tool. Many users assume the form is meant for a single evaluation. This is misleading; it is intended for ongoing assessments to track improvements over time and adapt programs accordingly.
No training is needed to use the EF 1143 A. Some believe they can utilize the form without any prior knowledge. However, understanding the nuances of the form is essential, and training sessions are often recommended to ensure accurate and effective use.

Key takeaways

Filling out the EF 1143 A form is crucial for accurately assessing early childhood environments. Here are key takeaways to consider:

Observe Accurately: Make sure all observations during the assessment are thorough and reflect what you see in the environment.
Be Detailed: When providing information about the center, school, and participants, ensure all fields are filled out completely.
Time Management: Note the times of observations and interviews carefully. This includes start and end times.
Disability Identification: Clearly indicate any children with disabilities present during the observation. This is essential for a comprehensive evaluation.
Use of Codes: Utilize the codes for observers and centers where needed. This helps with organization and tracking.
Rating Scale: Familiarize yourself with the rating scale used in the form. Ratings range from 1 to 7, and understanding this can guide your evaluations.
Document Everything: Record data accurately for each item listed. This includes responses related to furniture, space, and care routines.
Privacy Spaces: Identify and note areas that provide privacy for children, as this contributes to their comfort and security.
Health and Safety Practices: Pay close attention to hygiene practices, such as handwashing and sanitation, while observing.
Overall Scores: After rating sections, calculate average scores for each subscale to provide a comprehensive view of the environment.