ABSTRACT

In this chapter, the authors examine whether the international Infant/Toddler Environment Rating Scale – Revised (ITERS-R) is applicable as a self-assessment tool in the Norwegian early childhood education and care (ECEC) context. Based on qualitative comparative document analyses of the ITERS-R and the Norwegian Framework Plan (FWP), the authors address whether the ITERS-R meets the requirements in the FWP regarding pedagogical work and activities. The main results indicate that the ITERS-R is an applicable tool for self-assessment given a careful adjustment to the Norwegian context. At the end of this chapter, possibilities, pitfalls and consequences related to preschool teachers’ responsibility and professional development are carefully discussed.