Measuring Interactional Quality in Pre-School Settings: Introduction and Validation of the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) Scale

Autor/inn/en	Howard, Steven J.; Siraj, Iram; Melhuish, Edward C.; Kingston, Denise; Neilsen-Hewett, Cathrine; de Rosnay, Marc; Duursma, Elisabeth; Luu, Betty
Titel	Measuring Interactional Quality in Pre-School Settings: Introduction and Validation of the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) Scale
Quelle	In: Early Child Development and Care, 190 (2020) 7, S.1017-1030 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howard, Steven J.) ORCID (Siraj, Iram) ORCID (de Rosnay, Marc) ORCID (Luu, Betty)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1511549
Schlagwörter	Teacher Student Relationship; Preschool Teachers; Preschool Children; Test Construction; Test Validity; Child Development; Foreign Countries; Emotional Development; Social Development; Numeracy; Educational Quality; Thinking Skills; Australia + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Testaufbau; Testvalidität; Kindesentwicklung; Ausland; Gefühlsbildung; Soziale Entwicklung; Rechenkompetenz; Quality of education; Bildungsqualität; Denkfähigkeit; Australien
Abstract	Research increasingly acknowledges the importance of high quality interactions that support and extend children's thinking. Few measurement tools currently exist, however, to capture this specific aspect of process quality. The Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale was developed to assess interactional quality in early childhood education and care, and it includes dimensions of process quality based on developmental theories and practice in effective settings. This study compared ratings on the SSTEW and Early Childhood Environment Rating Scale -- Extension (ECERS-E) to consider the impact of varying levels of curricular and interactional quality on child development in 45 Australian pre-school centres; namely the language, numeracy and socio-behavioural development of 669 children at the end of their pre-school year. Results indicated a level of predictive validity for interactional quality ratings as measured by SSTEW which, while related to curricular quality ratings on ECERS-E, differed in associations across domains of child development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01