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Desired Results For Children And Families

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The Desired Results for Children and Families Parent Survey asks for the family's feedback about the child care and development program their child attends. The California Department of Education is very interested in how the program helps families support their child's learning and development and meet the families' needs.

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The Desired Results for Children and Families Parent Survey asks for the family's feedback about the child care and development program their child attends. The California Department of Education is very interested in how the program helps families support their child's learning and development and meet the families' needs.

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Early Childhood Environment Rating Scale - Third Edition (ECERS-3)

The third edition of the ECERS is designed to assess the quality of care for center-based programs serving children ages 3-5. The ECERS-3 published 2015, is the second major revision of this scale, with the original scale published in 1980 and a second edition (ECERS-R) published in 1998. A brief overview of the changes from ECERS-R to

ECERS-3 can be found here. ​​ ​​

Family Child Care Environment Rating Scale - Third Edition (FCCERS-3)

The third edition of the FCCERS is designed to assess the quality of care for home-based programs for children from birth through age 12. The FCCERS-3 published 2019, is the second major revision of this scale, with the original scale published in 1989 and a second edition (FCCERS-R) published in 2007. A brief overview of the changes from FCC ERS-R to FCC ERS-3 can be found ​ here.

ECERS-R
Second Edition

This second edition of the ECERS contains inclusive and culturally sensitive indicators for many items. New items have been added on Interaction (staff-child, child-child and discipline), Curriculum (nature/science and math/number) Health & Safety and Parents & Staff.

FCCERS-R
Second Edition

This second edition is also designed to assess family child care programs. It covers a wider age range and has a deeper focus on sensitivity to cultural and socioeconomic diversity.

Infant/Toddler Environment Rating Scale - Third Edition (ITERS-3)

The third edition of the ITERS is designed to assess the quality of care for center-based programs serving children birth through age 2. The ITERS-3 published 2017, is the second major revision of this scale, with the original scale published in 1990 and a second edition (ITERS-R) published in 2003. A brief overview of the changes from ITERS-R to ITERS-3 can be found here.

School-Age Care Environment Rating Scale - Updated Edition (SACERS-U)

The updated edition of the SACERS is designed to assess the quality of programs for school-age children (ages 5-12), during out-of-school time (e.g. before/after school care). The SACERS-U published 2014, is an updated version of the original scale published in 1996.

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ITERS-R
Second Edition

The second edition of the ITERS, designed to assess center-based child care programs for infants and toddlers up to 30 months of age. It is more inclusive and culturally sensitive. It also addresses professional needs of staff, and reflects the latest health & safety information.

What's the difference between the Revised (R's) and the 3rd editions?

Revised (R's) Editions:

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Provisions for children with disabilities included in 4 items in Program Structure.

3rd Editions:

Greater focus on teaching and interaction inregard to materials.

Please see these documents for a full list of the differences between the Revised and 3rd editions of the scales:

Curriculum resources

All About
Preschoolers

This comprehensive two volume curriculum set, designed for all preschoolers was written by Debby Cryer, a leading expert in the field of early childhood and one of the authors of the Environment Rating Scales; and Cathy Riley, one of the authors of the All About ECERS-R™ and an expert team of five other authors in the early childhood field. The curriculum meets the standards of ECERS-R™ with more than 650 pages and over 600 illustrative photographs and several curriculum plans. Based on many years of developmental research and appropriate learning theory, it has been carefully designed to be used in preschool classrooms and includes time-proven successful practices. This curriculum is academically enriched, reinforcing cognitive skill development, science, math and social studies, through meaningful content around standards of learning.

all about resources

The All About resource guides interpret each item and indicator on the scale, and provide photographs of real-world settings. It will help you use the ERS to accurately assess your early learning environment in the areas of cognitive, social-emotional, and physical development, as well as health and safety standards.

all about
ECERS-3

all about
ITERS-3

Meet the Authors

Dr. Harms is a Research Professor Emerita in the School of Education at the University of North Carolina - Chapel Hill. Dr. Harms is recognized internationally for her work in assessing the quality of educational and care settings. She has also developed a variety of curriculum materials and staff training resources. Dr. Harms has provided extensive in-service training and consultation in the U.S., Canada, Europe, and Asia.

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Debby Cryer, Ph.D. is primarily retired now, but remains an active member of ERSI. She is co-author of the Environment Rating Scales and numerous other resource materials. Debby provides the author-interpretations of the scales and consulting in the use of the scales. She always combined her interests as an early childhood practitioner with those of a researcher, translating research findings into practice for early childhood program staff, parents, and policy makers.

Dr. Clifford has written extensively on child and family policy issues, with a particular emphasis on the role of government in the provision and financing of services. In addition, he has conducted research assessing early learning environments and identifying developmentally appropriate practices in early care and education. He helped establish and served as the first director of the North Carolina Division of Child Development. Dr. Clifford is past president of the National Association for the Education of Young Children (NAEYC).

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.

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Early Childhood Environment Rating Scale - Third Edition (ECERS-3) The third edition of the ECERS is designed to assess the quality of care for center-based programs serving children ages 3-5. The ECERS-3 published 2015, is the second major revision of this scale, with the original scale published in 1980 and a second edition (ECERS-R) published in 1998.

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CECO-Free Training

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The Multilingual Learning Toolkit is an online hub for research-based key principles, instructional strategies, and associated, free, practical, and easy-to-use resources that are geared towards educators who teach PreK-3rd Multilingual Learners. As the resource library continues to grow, make sure you stay connected for the latest updates by filling out the short sign-up form at the bottom of the page.
Learn about the project >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Learn about the best way to use this site

To enhance your experience, we recommend you start with learning how to use the Multilingual Learning Toolkit.
Visit how to use this site >

Excited to explore, but unsure where to begin?

The User Guides are designed to support teachers, administrators and professional development (PD) providers, and teacher education faculty to find a helpful place to start using the Multilingual Learning Toolkit! The guides offer a reflection tool to support educators to identify priorities for their own learning, plus activities and protocols forexploring the resources in the site.

For Administrators
and PD Providers

For Teacher
Education Faculty

Watch this video to learn more about the Multilingual Learning Toolkit website!

Starter Guide

Foundational Principles

Instructional Strategies

Best practices + resources

A collaborative effort among organizations and individual experts

A collaborative effort among organizations and individual experts

The Multilingual Learning Toolkit is the result of the partnership between a diverse group of stakeholders, maximizing the expertise of local and national practitioners, researchers, and advocates who are champions for Multilingual Learners (MLs). The guide serves as an introduction to supporting young MLs in PreK-3rd Grade, sharing the foundational principles and evidence-based strategies for instruction that are critical for educators to know.
Explore the Starter Guide >

Allison Shelley/The Verbatim Agency for EDUimages

Key foundational principles for educators working with Multilingual Learners
Learn about Foundational Principles >

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Multilingual Learning Toolkit * Dual Language * Multilingualism

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Promoting the benefits of multilingualism and providing resources supporting Pre-K through 3rd grade multilingual children and teachers.

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Infant and Early Childhood Mental Health Consultation Network - IECMHC

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Offering no cost infant and early childhood mental health consultation services, supports and resources for all early learning and care providers in California The California Infant and Early Childhood Mental Health Consultation (IECMHC) Network delivers consultation services, resources, and training activities for early learning and care center-based program staff, family child care providers, and family, ... Read more

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Share your videos with friends, family, and the world

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English – All About Young Children: Information for Families on Children’s Early Development

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Interactive Head Start Early Learning Outcomes Framework: Ages Birth to Five | HeadStart.gov

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Explore the Interactive Head Start Early Learning Outcomes Framework: Ages Birth to Five.

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The California Preschool Learning Foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. The foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program.

The foundations were developed using an inclusive and deliberative input process, including statewide stakeholder meetings, public input sessions held throughout the state, public hearings, and public comment. Input from the various review opportunities was considered and incorporated as appropriate.

California Preschool Learning Foundations, Volume 1

On January 22, 2008, the California Department of Education (CDE) released the California Preschool Learning Foundations, Volume (PDF; 5MB) . Former State Superintendent of Public Instruction Jack O'Connell stated that these foundations offer our early childhood educators a clear understanding of what our youngest learners should know before entering kindergarten.

Volume 1 of the California Preschool Learning Foundations focuses on the domains of social-emotional development, language and literacy, English-language development, and mathematics. They provide a comprehensive understanding of what children learn in these four domains.

In an effort to partner with parents in the education of their preschool children, key sections of the publication are available and have been translated to support parents' understanding of the preschool learning foundations, their purpose, and what they describe as the knowledge and skills that children typically attain at 48 and 60 months of age. The translations include traditional Chinese, simplified Chinese, Hmong, Korean, Pilipino (Tagalog), Spanish, and Vietnamese, and are based on the prevalent non-English languages spoken by parents of preschool children in California.

Foreword by former State Superintendent of Public Instruction Jack O'Connell
Available Translations of the Foreword by former State Superintendent of Public Instruction Jack O'Connell

Introduction to the California Preschool Learning Foundations, Volume 1
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 1

Appendix to the California Preschool Learning Foundations, Volume 1 (DOC)
Available Translations of the Appendix to the Preschool Learning Foundations, Volume 1

The California Preschool Learning Foundations, Volume 1, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001681) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 1 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 1

California Preschool Learning Foundations, Volume 2

The California Preschool Learning Foundations, Volume 2 covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of visual and performing arts, physical development, and health.

Foreword by former State Superintendent of Public Instruction Jack O'Connell
Available Translations of the Foreword by former State Superintendent of Public Instruction Jack O'Connell

Introduction to the California Preschool Learning Foundations, Volume 2
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 2

Appendixes to the California Preschool Learning Foundations, Volume 2

The California Preschool Learning Foundations, Volume 2, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001708) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 2 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 2

California Preschool Learning Foundations, Volume 3

The California Preschool Learning Foundations, Volume 3 covers the skills and knowledge that children attain at around 36 months and 48 months in the domain areas of history-social science and science.

Foreword by State Superintendent of Public Instruction Tom Torlakson
Available Translations of the Foreword by State Superintendent of Public Instruction Tom Torlakson

Introduction to the California Preschool Learning Foundations, Volume 3
Available Translations of the Introduction to the California Preschool Learning Foundations, Volume 3

Appendix A to the California Preschool Learning Foundations, Volume 3
Available Translations of Appendix A to the California Preschool Learning Foundations, Volume 3

The California Preschool Learning Foundations, Volume 3, can be purchased from CDE Press by calling the toll-free number at 1-800-995-4099, or by ordering through the CDE Press Catalog Listings of Publications (Item Number 001727) . The price of the publication is $21.95.

Fundamentos del Aprendizaje Preescolar de California, Volumen 3 (PDF)
Spanish translation of the California Preschool Learning Foundations, Volume 3

Additional Resources

Further information about the Preschool Learning Foundations is provided in a Frequently Asked Questions (FAQ) document clarifying key issues for early childhood educators, administrators, and stakeholders. For information about some professional development opportunities, please refer to the California Preschool Instructional Network (CPIN) .
Return to Publications
Last Reviewed: Thursday, February 23, 2023

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The foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development.