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1.
《Early childhood research quarterly》2006,21(3):280-295
This paper reports on the design, methodology, and results of a study of quality in 326 classrooms in 239 Canadian child care centers. This study, the largest and most extensive ever undertaken in Canada, used the Caregiver Interaction Scale (CIS) to rate the adult–child interactions in the classrooms and the Infant–Toddler Environment Rating Scale (ITERS) and the Early Childhood Environment Rating Scale-Revised (ECERS-R) to measure the quality of classroom learning environments. The observed staff members completed questionnaires on wages, working conditions, and satisfaction levels, and the center directors also completed questionnaires on center operations and finances. Path analyses revealed that in the infant/toddler rooms the number of adults in the observed classroom and the education level of the observed staff member were direct predictors of quality. In addition, there were three indirect predictors: parent fees, adult:child ratio, and use of the center as a student teacher practicum site. There were five significant direct predictors in the preschool classrooms: wages, education level, number of staff in the observed room, staff satisfaction, and whether the center received free or subsidized rent or utilities. The three indirect predictors were auspice, adult:child ratio, and parent fees. The interaction of distal and proximal factors is interpreted and applied to the development and implementation of public policy initiatives that can provide much-needed improvement to the overall mediocre levels of child care quality in Canada. 相似文献
2.
Though quality in early childhood education and care has attracted last decades enormous research interest there is still
not a unanimous agreement about its definition. Yet, almost all definitions attempted include interaction, group size, adult:child
ratio and early childhood educators’ level of education, as important indices of quality. Relationships are key resources
for young children. There is agreement among researchers that the quality of caregiving by professional caregivers in child
care centres has been established as an important influence on various aspects of child development. Thus, structural characteristics
have been proven to affect programs’ quality of services provided. The purpose of this research study was twofold: (1) to
explore the quality of interaction between Greek early childhood educators and children; and (2) to record the structural
characteristics of Greek child care centres. Correlations among structural characteristics and type of interaction were also
examined. Research data indicate that Greek early childhood educators are positive but at the same time detached and permissive
during their interaction with children, a finding that disputes their positive interaction. Thus, Greek child care centres
have been found to adopt, based on Greek legislation, high ratios and group sizes, a finding which raises questions about
the effects on children’s well being and development. Limited correlations have been found between the type of interaction
and the structural characteristics. Research data highlight the need for further research to undergone and for changes in
Greek legislation, concerning the operation of Greek child care centres. 相似文献
3.
《Early childhood research quarterly》1994,9(2):131-151
Assessment of quality of care in 363 classrooms with infants, toddlers, and preschool children was conducted in 120 child care centers in three states with widely varying regulations. Three major process measures, InfantToddler Environment Rating Scale (ITERS; Harms, Cryer & Clifford, 1987), Early Childhood Environment Rating Scale (ECERS; Harms & Clifford, 1980), and the Assessment Profile for Early Childhood Programs (Abbott-Shim & Sibley, 1987) were included. Regulatable aspects of quality of child care included ratio of caregivers to children, group size, teacher training in child development or child care, teacher education, highest wage paid to a teacher in the center, and staff turnover. The goal of the study was to evaluate how well the quality of child care is measured by process and regulatable variables. For research purposes, the process measures proved to be highly redundant, both internally and with each other. Much smaller sets of items, drawn randomly from the instruments' item pools, were found to be perfectly acceptable measures of quality of care. Regulatable measures did not prove to be acceptable measures of quality care, except for teachers' wages, which were highly correlated with process measures of quality. 相似文献
4.
Deborah J. Cassidy Linda L. Hestenes Joanna K. Hansen Archana Hegde Jonghee Shim Steve Hestenes 《Early education and development》2005,16(4):505-520
While child care quality has been examined in numerous studies, the definition of quality and specifically, the concepts of structural and process quality, have not been adequately explored. In this qualitative analysis of the constructs of process and structural quality, a content analysis of the Early Childhood Environment Rating Scale-Revised (ECERS-R), a commonly used measure of process quality, was conducted to investigate its use as a measure of process quality. Through constant comparative analysis of the ECERS-R at the indicator level, definitions of structure and process were formulated. Results show that over half of the indicators of the ECERS-R are measuring structural quality rather than process quality. Further examination of quality as a dynamic exchange between individuals and context is needed to advance research in the area of early childhood program quality. 相似文献
5.
《Early education and development》2013,24(4):505-520
While child care quality has been examined in numerous studies, the definition of quality and specifically, the concepts of structural and process quality, have not been adequately explored. In this qualitative analysis of the constructs of process and structural quality, a content analysis of the Early Childhood Environment Rating Scale-Revised (ECERS-R), a commonly used measure of process quality, was conducted to investigate its use as a measure of process quality. Through constant comparative analysis of the ECERS-R at the indicator level, definitions of structure and process were formulated. Results show that over half of the indicators of the ECERS-R are measuring structural quality rather than process quality. Further examination of quality as a dynamic exchange between individuals and context is needed to advance research in the area of early childhood program quality. 相似文献
6.
Marília Mariano Sheila C. Caetano Anderson Ribeiro da Silva Pamela J. Surkan Silvia S. Martins Hugo Cogo-Moreira 《Early education and development》2019,30(4):511-521
Research Findings: The Early Childhood Environment Rating Scale–Revised (ECERS-R) is widely used to evaluate the quality of early childhood education and its association with child development. However, the psychometric properties of the ECERS-R are not well established. Consequently, in this study we tested 3 different factor solutions of the ECERS-R using models sourced from the existing literature (featuring 1-, 2-, and 3-correlated-factor solutions) and applying confirmatory factor analysis to data from the epidemiological sample of the Embu Pre-school Mental Health Study (n = 1,292 children). Alternative measures of child education quality (such as teacher-to-child ratio) were also analyzed. The confirmatory factor analysis returned good fit indices for both the unidimensional and 3-correlated-factor solution models. Practice or Policy: This study showcases different applications of the ECERS-R, both the full and shortened versions. These findings are particularly important for improving ECERS-R guidelines for researchers, professionals, and policymakers. 相似文献
7.
Research Findings: A statewide study of preschool classroom quality was conducted using 3 distinct classroom observation measures in order to inform a statewide quality rating system. Findings suggested that Tennessee preschool classrooms were approaching “good” quality on the Early Childhood Environment Rating Scale–Revised (ECERS-R) and provided a mid-to-high emotional and engaging climate as indicated by the Classroom Assessment Scoring System (CLASS) domains of Emotional Support and Student Engagement. However, classrooms were only minimal on the Early Childhood Environment Rating Scale–Extension and the CLASS Instructional Support domain. Past performance on a state quality rating assessment consistently predicted the current quality of preschool classrooms as assessed by all 3 measures. Lead teachers' education in early childhood and experience were also predictors across quality measures. Practice or Policy: Tennessee preschool classrooms scored higher on the ECERS-R, which is the measure utilized in the statewide Quality Rating and Improvement System. However, classrooms generally performed poorly on measures of instructional support and curriculum. This finding illuminates the importance of the tool selected to measure quality in state quality rating and improvement systems and has implications for policy as states work to build systems that enhance quality in early care and education. 相似文献
8.
《Early childhood research quarterly》1995,10(2):171-183
This study examined the effect of community college coursework on the beliefs and on the classroom practices of teachers in child care centers. Thirty-four teachers participated; 19 were teachers who had received scholarships to attend community college programs in child development and in early childhood education, and 15 were comparison teachers. At the time of pretesting, all participants had high school diplomas and some inservice training. At posttest, the scholarship teachers had completed at least 12–20 credit hr of community college coursework. Results revealed that the classrooms of the program participants had made significant gains on the Early Childhood Environment Rating Scales (ECERS) or the Infant-Toddler Environment Rating Scales (ITERS) and the Teacher Belief Scale between the pre-and posttest and were also more developmentally appropriate, as measured by the ECERS or the ITERS, than the comparison teachers at the time of posttest. The findings are discussed in relation to professional development in the early childhood field. 相似文献
9.
10.
Evaluating the Early Childhood Environment Rating Scale (ECERS): Assessing differences between the first and revised edition 总被引：1，自引：0，他引：1
Laura M. Sakai Marcy Whitebook Alison Wishard Carollee Howes 《Early childhood research quarterly》2003,18(4):427-445
Before 1998, most large-scale studies of center-based child care programs measured quality using the 1980 version of the Early Childhood Environment Rating Scale (ECERS). To know whether data from studies conducted after 1998 using the revised ECERS-R can be fairly compared to data from studies using the 1980 ECERS, simultaneous assessments using both measures in a sample of 68 classrooms were conducted. The results suggest that the original ECERS and ECERS-R can be viewed, as their authors intended, as comparable measures of quality. Scores were highly correlated and similarly distributed. Principal components analysis resulted in two factors for both measures. Both measures fall short in addressing staff stability and key components of culturally sensitive practice, such as communicating with families in their home language. 相似文献
11.
Bi Ying Hu 《Compare》2015,45(1):94-117
This study examined the degrees of congruence between two early childhood evaluation systems on various quality concepts: the Early Childhood Environment Rating Scale-Revised (ECERS-R) and Zhejiang’s Kindergarten Quality Rating System (KQRS). Analysis of variance and post hoc least significant difference tests were employed to show the extent to which the ECERS-R ratings predict a kindergarten’s placement on the KQRS. Results found two quality dimensions (Language-reasoning and Interaction) that did not distinguish the quality between any levels of kindergartens, whereas one dimension (Space and furnishing) successfully distinguished the quality between all levels of kindergartens. Activities and Programme structure only distinguished the quality differences between Level-2 and Level-3 kindergartens, whereas Personal care and Routines only distinguished the quality differences between Level-1 and Level-3 kindergartens. Findings based on item-level analysis provided further insights into underlying cultural and contextual reasons for differences found in the concepts of quality in the two evaluation systems. 相似文献
12.
María Olivia Herrera María Elena Mathiesen José Manuel Merino Isidora Recart 《International Journal of Early Years Education》2005,13(1):13-27
ITERS (Infant and Toddler Environment Rating Scale), ECERS (Early Childhood Environment Rating Scale) and SACERS (School Age Care Environment Rating Scale) are used to measure process quality. The psychometric characteristics of the three scales are established, and high reliability and adequate validity are observed. The global quality process for the classrooms under study is less than good; process quality based on the direct interaction of adults with children in the classroom is better when compared with quality related to the experiences that children have with learning materials, equipment and space. The associations between child development outcomes and childcare quality are examined. Vocabulary, social development and adaptive behaviour show a strong and positive association with ECERS. Hierarchical regression analyses show that preschool quality has a significant and persistent effect in the variation of child outcomes (5%). These effects are maintained three years later, when children are in primary school (8%). 相似文献
13.
Julie A. Jones-Branch Julia C. Torquati Helen Raikes Carolyn Pope Edwards 《Early education and development》2004,15(3):327-342
This study compared the quality of child care programs serving children receiving government subsidies to those not serving such children. Thirty-four classrooms in full day programs serving preschool aged children (19 subsidized, 15 unsubsidized) were observed using the Early Childhood Environment Rating Scales-Revised (ECERS-R). (1) Research Findings: One way ANOVA indicated that programs not serving children receiving subsidies were rated higher on overall quality, language and reasoning, learning activities, and social interactions. Teacher salary was significantly correlated with overall quality, and after controlling for teacher salary, subsidy density did not uniquely predict variance in overall quality. (2) Policy Implications: Overall low quality indicates a need for a quality improvement initiative using proven methods. Minimum guidelines for quality beyond state licensing standards should be used to ensure that children in subsidized programs are receiving adequate care and to oversee state and federal investments in early childhood education. 相似文献
14.
Katrien O. W. Helmerhorst J. Marianne A. Riksen-Walraven Mirjam J. J. M. Gevers Deynoot-Schaub Louis W. C. Tavecchio Ruben G. Fukkink 《Early education and development》2013,24(1):89-105
Research Findings: We assessed the quality of child care in a nationally representative sample of 200 Dutch child care centers using the Infant/Toddler Environment Rating Scale–Revised and/or Early Childhood Environment Rating Scale–Revised and compared it with a previous assessment in 2005. The Caregiver Interaction Profile (CIP) scales were used to rate the quality of caregiver–child interactions. Results showed a significant and substantial decline in quality compared to 2005, with 49% of the groups now scoring below the minimal level. The CIP scales showed relatively high scores for the basic caregiver interactive skills of sensitive responsiveness, respect for autonomy, and structuring and limit setting but much lower scores for the more educational skills of verbal communication, developmental stimulation, and fostering positive peer interactions. Caregiver sensitive responsiveness was significantly lower in infant groups (0–2 years) than in preschool groups (2–4 years); caregiver respect for autonomy, verbal communication, developmental stimulation, and fostering positive peer interactions were significantly lower in infant groups than in preschool groups and mixed-age groups (0–4 years). Practice or Policy: Quality of child care is not stable across the years, and regular quality assessments are therefore needed to monitor child care quality. The low scores on the more educational versus the more basic caregiver interactive skills indicate that these skills deserve more attention in caregiver education and training. Training programs should be attuned to the individual interaction skill profile of caregivers. 相似文献
15.
《Early education and development》2013,24(3):327-342
This study compared the quality of child care programs serving children receiving government subsidies to those not serving such children. Thirty-four classrooms in full day programs serving preschool aged children (19 subsidized, 15 unsubsidized) were observed using the Early Childhood Environment Rating Scales-Revised (ECERS-R). (1) Research Findings: One way ANOVA indicated that programs not serving children receiving subsidies were rated higher on overall quality, language and reasoning, learning activities, and social interactions. Teacher salary was significantly correlated with overall quality, and after controlling for teacher salary, subsidy density did not uniquely predict variance in overall quality. (2) Policy Implications: Overall low quality indicates a need for a quality improvement initiative using proven methods. Minimum guidelines for quality beyond state licensing standards should be used to ensure that children in subsidized programs are receiving adequate care and to oversee state and federal investments in early childhood education. 相似文献
16.
美国的《幼儿学习环境评量表（修订版）》,作为世界各国广泛使用的学前教育评价量表,不仅可以有效地评估幼儿学习环境的质量,而且能够对特殊儿童的需要进行评估。该量表对空间和设施、个人日常照料、语言-推理、活动、互动、作息结构、家长和教师七方面内容进行评估。本研究根据该量表,通过对北京市7家随班就读幼儿园的40间教室进行为期2个月的评估发现：幼儿园可以通过提高学习环境质量来更好地实施特殊儿童的随班就读教育方案。研究结果表明,北京市随班就读幼儿园需在以下五个方面做出改善：教室安排/布置、教学材料、游戏活动、自由时间,以及针对特殊儿童的服务和策略。 相似文献
17.
《Early childhood research quarterly》2005,20(3):345-360
The purpose of the current study was to examine the psychometric properties of the Early Childhood Environment Rating Scale-Revised (ECERS-R) with a large sample (1313 classrooms). We explored both the seven subscales and the possibility of fewer distinct aspects of quality being measured by the scale. The large sample size allowed both exploratory and confirmatory factor analyses to be performed. The results showed two distinct factors, Activities/Materials (nine items) and Language/Interaction (seven items), which accounted for 69% of the variance. High internal consistency scores, a moderate correlation between the factor-based scales, and a strong correlation between the combined factor-based scales and the overall ECERS-R score suggested these were distinct factors that could serve as a proxy for the larger scale. Structural aspects of quality and teacher education were examined in relation to the new factor-based scales and the overall score. Implications for practitioners and future research suggestions are provided. 相似文献
18.
Amanda Wilcox-Herzog Meridyth McLaren Sharon Ward Eugene Wong 《Journal of Early Childhood Teacher Education》2013,34(4):335-349
High-quality child care is related to children's positive developmental outcomes. One way to increase quality of care is to provide training to child care providers. This study used assessment-based training to determine if overall quality of care in center-based preschools could be enhanced. Participants were recruited from six center-based child care programs serving preschool-age children and included program administrators, teachers, teacher aides, and enrolled children. Program administrators (N?=?6) were assessed with the Program Administration Scale (Talan & Bloom, 2004), classrooms (N?=?14) with the Early Childhood Environment Rating Scale Revised (ECERS-R; Harms, Clifford, & Cryer, 2005) and the Early Language and Literacy Classroom Observation—Research Edition (ELLCO; Smith & Dickinson, 2002), teachers (N?=?24) with the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2007), and children (N?=?135) with an author-created measurement designed to assess typical skills across five child domains. Assessments were administered at two time points and individualized targeted training was provided in between. Results demonstrated that after 7 months of intervention, the largest effect sizes were seen at the program administration and classroom levels and that smaller effect sizes were found at the teacher and child levels. 相似文献
19.
Belinda J. Hardin Doris Bergen Dionne Sills Busio William Boone 《Early Childhood Education Journal》2017,45(3):297-312
The Third Edition of the ACEI Global Guidelines Assessment (GGA) was evaluated for its effectiveness as an international assessment tool for use by early childhood educators to develop, assess, and improve program quality worldwide. This expanded study was conducted in nine countries [People’s Republic of China (2 sites), Guatemala, India, Italy, Mexico (2 sites), Peru (2 sites), Taiwan, Thailand, United States] to continue the investigation of the psychometric properties of the GGA. A total of 346 programs and 678 early care and education professionals participated in this study. Results primarily confirmed the findings of the previous study, (Hardin et al. in Early Child Educ J 41(2): 91–101, 2013), indicating that the GGA showed strong to moderate internal consistency and interrater reliability for subscale ratings across this larger number of countries and programs. The congruence of item ratings and written evidence to support ratings was acceptable, although some programs had lower participation in providing evidence. To test concurrent validity of ratings, external raters also evaluated a subset of programs (n = 44 from Peru and United States) on both the GGA and the Early Childhood Environment Rating Scale-Revised that showed moderate positive correlations. Patterns of program practices were also identified within and across the participating sites and countries. Results suggest that the GGA can be used as an onsite evaluation method that can help stakeholder participants (teachers and administrators) increase their awareness of program quality standards and serve as an assessment method for their own programs. In particular, the results suggest the GGA is a reliable and useful instrument that can be used effectively by early childhood stakeholders for assessing and improving program quality worldwide (Bergen and Hardin in Child Educ 91(4): 259–264, 2015). 相似文献
20.
Julia C. Torquati Helen RaikesCatherine A. Huddleston-Casas 《Early childhood research quarterly》2007
The purposes of this study were to present a conceptual model for selection into the early childhood profession and to test the model using contemporaneous assessments. A stratified random sample of center-based child care providers in 4 Midwestern states (n = 964) participated in a telephone interview, and 223 were also assessed with the Early Childhood Environment Rating Scale—Revised or the Infant–Toddler Environment Rating Scale to rate global observed quality, and the Caregiver Interaction Scale to rate interactional quality. When the model was tested with infant–toddler and preschool teachers combined, having a Child Development Associate (CDA) predicted global observed quality, education years and child development coursework predicted compensation, and compensation predicted observed quality. When the model was tested separately for infant–toddler teachers, years of education and child development coursework predicted compensation, but none of the education variables predicted observed quality and compensation did not predict observed quality. For preschool teachers, years of education predicted compensation and having a CDA predicted observed quality, but compensation did not predict observed quality. For all of the models, only motivations for child care work predicted intention to stay in the profession. No variables in the structural equation models predicted interactional quality. 相似文献