“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.” ―From the Foreword by W. Steven Barnett and Ellen C. Frede, co-directors, National Institute for Early Education Research, Rutgers, the State University of New Jersey Young children’s learning depends on a wide range of experiences that support their holistic development. While many different curricular frameworks are used around the world, there is increasing agreement that the emerging academic skills of language and literacy, mathematics, and science should be supported by a playful pedagogy in the early year s. The Early Childhood Quality Rating Scale―Emergent Curriculum (ECQRS-EC) is designed to measure quality in these key areas within preschool settings. In addition to three content-area subscales, this evidence-based tool includes a subscale dedicated to diversity and inclusion to help educators support gender and cultural differences in children 3–6 years old who are developing at different rates. Because it recognizes the important role of the adult in providing children with high-quality interactions, this new quality rating scale can be used for research, teacher self-evaluation, and program improvement, audit, and regulation . Online training is available at https://birthtosevenmatters.co.uk/courses2/ Book Features: Focuses on the role of the early childhood educator, their pedagogy, and planning. - Items are firmly grounded in culturally and developmentally appropriate practice. - Diversity Subscale, “Supporting Diversity and Inclusion,” reflects the importance of sensitivity to supporting special needs and being inclusive of all cultures, including Indigenous people. “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.” ― From the Foreword by 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 for stake holders, including researchers committed to providing young children with strong foundations for lifelong learning and success.” ― 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 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 1997-2014). 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 c