Factor Structure and Validity of the Early Childhood Environment Rating Scale-Third Edition (ECERS-3)

Autor/inn/en	Early, Diane M.; Sideris, John; Neitzel, Jennifer; LaForett, Doré R.; Nehler, Chelsea G.
Titel	Factor Structure and Validity of the Early Childhood Environment Rating Scale-Third Edition (ECERS-3)
Quelle	44 (2018), S.242-256 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
Schlagwörter	Rating Scales; Early Childhood Education; Educational Quality; Factor Structure; Test Validity; Preschool Children; Scores; Correlation; Executive Function; Pretests Posttests; Factor Analysis; Classroom Observation Techniques; Hierarchical Linear Modeling; Statistical Analysis; Georgia; Pennsylvania; Washington; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Rating-Skala; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Faktorenstruktur; Testvalidität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Faktorenanalyse; Statistische Analyse
Abstract	The Early Childhood Environment Rating Scale-Third Edition (ECERS-3) is the latest version of one of the most widely used observational tools for assessing the quality of classrooms serving preschool-aged children. This study was the first assessment of its factor structure and validity, an important step given its widespread use. An ECERS-3 observation was conducted in 1063 preschool classrooms in three states. In a subset of those classrooms (n = 119), Classroom Assessment Scoring System-Pre-K (CLASS Pre-K) and child assessment data were also collected. Analyses of the ECERS-3 suggested that a single factor does not adequately capture item variability. Of the solutions tested, the four-factor (Learning Opportunities, Gross Motor, Teacher Interactions, and Math Supports) provided the best combination of statistical support and theoretical utility. In general, the ECERS-3 Total Score and the four factors were moderately correlated with the three domains of the CLASS Pre-K. ECERS-3 Total Score, Learning Opportunities, and Teacher Interactions were positively related to growth in executive function, as were all three domains of the CLASS Pre-K. However, all significant associations were small, and most tested associations between ECERS-3 scores and children's growth, and between CLASS Pre-K and children's growth, were not significant. Results are discussed in terms of their implications for measuring preschool quality. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01