This book includes two distinct environment rating scales-one for supporting young children's play (PERS) and one for supporting their creative abilities (CERS). Both scales are based on Vygotsky's cultural-historical approach. They can be used with one classroom or group at a time with children aged 2-6 years old.

PERS is a research-based scale designed to analyze and evaluate conditions to support mature (or developed) play that nurtures young children's imagination and contributes to the development of self-regulation, emotions, communication, social skills, cooperation among peers, speech, storytelling, and literacy. Mature play is also very important for school readiness, children's self-esteem, learning motivation, and successful transition to school. Each item of the scale is focused on a specific and meaningful aspect of complex play support: space for play; program structure and free time for play; play materials; adult's support of children's play; and peer interaction.

CERS is a research-based scale designed to analyze and evaluate conditions to support the development of creative thinking and imagination in young children so that they can come up with new ideas, make discoveries, and solve nonstandard tasks. While most early childhood professionals know that encouraging creativity is important, many do not have the tools to do so on a day-to-day basis. This assessment tool measures both environmental provisions and teacher-child interactions that affect several areas: understanding the development processes; asking and supporting questions; being inventive and transforming contradictions; and using imagination.

Use the PERS and the CERS to improve the quality of work in early childhood settings, to develop the skills of classroom teachers, and to conduct research. Based on the Environment Rating Scale (R) principles of scales' construction, these development scales expand on the widely used Early Childhood Environment Rating Scale (R) (ECERS-3).