What Diversity Materials Do ECERS-3 and ITERS-3 Look For?
The short answer: ECERS-3 (Item 26) and ITERS-3 (Item 23) both score "Promoting acceptance of diversity." At the higher score levels, raters look for at least 10 positive, easily visible examples of diversity across books, displayed pictures, and accessible play materials, covering at least four of five types: race, culture, age, ability, and nontraditional gender roles. ITERS-3 also asks for dolls representing at least three races.
If your program is preparing for a quality rating visit, this is one of the items where a few well-chosen materials make a visible difference. Here is what the item asks for and how to check your room against it.
What are ECERS-3 and ITERS-3?
The Environment Rating Scales are observation tools developed at the Frank Porter Graham Child Development Institute and published by Teachers College Press. ECERS-3 (2015) covers preschool classrooms for children ages 3 to 5. ITERS-3 (2017) covers infant and toddler rooms from birth to 36 months. FCCERS-3 (2019) covers family child care homes. Many state quality rating and improvement systems (QRIS) use them in their assessments. The Environment Rating Scales Institute publishes the scales and training.
The item numbers differ between scales. The diversity item is Item 26 in ECERS-3 and Item 23 in ITERS-3 and FCCERS-3. Older materials that cite "ITERS Item 26" are referring to the previous edition.
What does the diversity item score?
Based on the published scoring indicators (as summarized in the North Carolina Rated License Assessment Project technical checklists):
| Indicator | ECERS-3 (Item 26) | ITERS-3 (Item 23) |
|---|---|---|
| Minimum level | At least 3 examples of racial or cultural diversity observable in materials | At least 3 examples of racial or cultural diversity easily observable; dolls representing at least 3 races accessible |
| Number of examples | At least 10 positive examples, easily visible | At least 10 positive examples, easily visible |
| Where | At least one in books, displayed pictures, and accessible play materials | At least one in books, displayed pictures, and accessible play materials |
| Types | 4 of 5: race, culture, age, ability, nontraditional gender roles | 4 of 5: race, culture, age, ability, nontraditional gender roles |
Always check the current scoresheet and your state's notes for clarification. Raters work from the official materials, and states sometimes add guidance.
What counts as an example in play materials?
Play materials are the category programs struggle with most. Books and posters are easy to add. Toys that show people are harder to find. Materials that typically count include:
- Dolls and people figures in a range of skin tones
- Figures that include both adults and children (the age type)
- Dress-up clothes and props from different cultures
- Play food and dishes from different food traditions
- Puzzles and games that show people of different backgrounds
- Materials that show people in roles that break stereotypes, such as a dad caring for a baby
The key word in the rubric is accessible. Examples kept in a closet or on a high shelf do not count. Children need to be able to reach and use them during play.
Which of the five types are hardest to cover?
Two types are the easiest to miss: age and ability. Many diverse doll sets show only babies or only children, so the age type goes unmet. Ability is often missing from play materials entirely, so programs cover it through books and pictures.
Be honest when you audit. Our own 32-Piece Family Play Set covers race (four skin tones), culture, age (adult and child figures), and nontraditional gender roles, because children can build any family combination they like. It does not show disability, so pair it with books and pictures that do.
How do I audit my classroom before a rating visit?
- Walk the room at child height and count positive, visible examples of diversity. Write down where each one is.
- Sort them into books, displayed pictures, and play materials. Check that each category has at least one.
- Tag each example by type: race, culture, age, ability, gender roles. Look for the missing type.
- Check access. Move anything children cannot reach to a low, open shelf.
- Fill the gap with one or two purchases rather than a large order. Our daycare toy checklist lists what each play area needs.
For programs that want activities to go with the materials, our free Family Diversity Set Educator Guide has seven classroom activities aligned to Head Start Early Learning Outcomes Framework goals.
Frequently asked questions
What is ECERS-3 Item 26?
Item 26 in the Early Childhood Environment Rating Scale, Third Edition, is "Promoting acceptance of diversity." It scores how well classroom materials and interactions show positive examples of human diversity.
What is the diversity item number in ITERS-3?
Item 23. The earlier ITERS-R edition used a different number, so check which edition your state uses.
How many diversity examples do I need for ECERS-3?
At the higher score levels, at least 10 positive, easily visible examples, with at least one each in books, displayed pictures, and accessible play materials.
What are the five types of diversity in the rating scales?
Race, culture, age, ability, and nontraditional gender roles. Materials should represent at least four of the five at the higher score levels.
Do dolls have to represent three races in ITERS-3?
Yes. ITERS-3 includes an indicator for dolls representing at least three races that children can access.
Sources: Harms, T., Clifford, R., and Cryer, D. (2015). Early Childhood Environment Rating Scale, Third Edition. Harms, T., Cryer, D., Clifford, R., and Yazejian, N. (2017). Infant/Toddler Environment Rating Scale, Third Edition. Teachers College Press. NCRLAP technical checklists, 2024.