Description:
The FDCRS is an adaptation of the Early Childhood
Environment Rating Scale -ECERS (see ECERS-R review
in this section), but focuses on the quality of family
day care settings rather than center-based settings.
The scale can be used by a supervisor, researcher, or
trainer during an observation, or by a care provider
as a self-assessment. The FDCRS contains 32 items organized
in 6 subscales: Space and Furnishings for Care and Learning,
Basic Care, Language and Reasoning, Learning Activities,
Social Development, and Adult Needs. Each item is rated
from 1 to 7 with quality descriptors associated with
levels: (1) inadequate (does not even meet custodial
care needs); (3) minimal (meets custodial needs, and
to some extent, basic developmental needs); (5) good
(meets developmental needs); and (7) excellent (high-quality
personalized care).
Uses of Information: The
FDCRS was designed to be comprehensive, yet easy to
use as part of supervision and monitoring by agency
staff, self-evaluation by care providers, and also in
research and program evaluation.
Reliability: (1) Internal
consistency reliability (Cronbach’s alpha) for
the subscales: Space and Furnishings for Care and Learning
(.86), Basic Care (.90), Language and Reasoning (.90),
Learning Activities (.93), Social Development (.83),
and Adult Needs (.70); (2) Inter-rater reliability was
.90 for individual items in studies reported by Howes
and Stewart (1987) and Howes (1987). Reliability has
been demonstrated for diverse groups in subsequent research.
Validity: (1) Concurrent
validity: information not available in the manual. However,
studies showed that scores on the earlier versions of
the FDCRS were highly correlated (.80) with home visitors’
ratings of family day care settings. The FDCRS is also
related to caregiver education and child outcomes.
Method of Scoring: The
packet includes a Score Sheet, to record scores for
individual items. The Profile sheet permits a graphic
representation of the scoring information. It can be
used to compare areas of strengths and weaknesses, and
to select items and subscales to target for improvement.
The profiles for at least two observations can be plotted
side by side to depict changes in a family child care
home over time or differences between settings visually.
Interpretability: Full
instructions for using the scale, plus notes clarifying
selected scale items are included. However, the manual
provides no information about interpreting the results
of the observation.
Training Support: Video Observations
and a Video Guide and Training Workbook are available
for an additional cost. This multimedia package demonstrates
how to use the Family Day Care Rating Scale. Each training
package contains an interactive videotape and an Instructor’s
Guide, which explains how to present the various training
activities and provides answers and explanations for any
questions that may arise. A 16-page Video Guide and Training
Workbook contains training activities. The website: www.fpg.unc.edu
also includes helpful information.
Adaptations/Special Instructions
for Individuals with Disabilities: FDCRS includes
Supplementary Items for Exceptional Children to be used
when the facility enrolls a special needs child.
Report Preparation Support:
Not included in the manual.
References:
Harms, Thelma, and Richard M. Clifford. Family Day
Care Rating Scale. New York: Teachers College Press,
1989.
Harms, Thelma, and Richard M. Clifford. Family Day
Care Rating Scale—Video Guide and Training Workbook.
New York: Teachers College Press, 1993.
Harms, Thelma, and Richard M. Clifford. Family Day
Care Rating Scale—Video Observations. New York:
Teachers College Press, 1993.
Howes, C. Inter-Observer Reliability for the Harms
and Clifford Family Day Care Rating Scale. Personal
Communication, 1987.
Howes, C. and P. Stewart. “Child’s Play
with Adults, Toys, and Peers: An Examination of Family
and Child Care Influences.” Developmental Psychology,
vol. 23, 1987, pp. 423-430.
www.fpg.unc.edu |
