Capturing Quality in Early Childhood through Environmental Rating Scales

Autor/inn/en	Sylva, Kathy; Siraj-Blatchford, Iram; Taggart, Brenda; Sammons, Pam; Melhuish, Edward; Elliot, Karen; Totsika, Vasiliki
Titel	Capturing Quality in Early Childhood through Environmental Rating Scales
Quelle	In: Early Childhood Research Quarterly, 21 (2006) 1, S.76-92 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2006.01.003
Schlagwörter	Family Characteristics; Rating Scales; Young Children; Educational Quality; Early Childhood Education; Statistical Analysis; Predictor Variables; National Curriculum; Child Development; Cognitive Development; Language Acquisition; Foreign Countries; United Kingdom; United Kingdom (England); Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Rating-Skala; Frühe Kindheit; Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Statistische Analyse; Prädiktor; Kindesentwicklung; Kognitive Entwicklung; Sprachaneignung; Spracherwerb; Ausland; Großbritannien
Abstract	This paper explores the relationship between "process" quality characteristics in English pre-school centres and the developmental progress made by children between the ages of 3-5 years. A nationally representative sample of 141 English pre-schools participated in this study with longitudinal pre- and post-test measures taken from 2857 children at ages 3 and 5. Centre quality was assessed using two observational instruments, the revised version of the Early Childhood Environment Rating Scale [Harms, T., Clifford, M., & Cryer, D. (1998). "Early Childhood Environment Rating Scale, Revised Edition (ECERS-R)". Vermont: Teachers College Press] and a new English curriculum extension to it [Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2003). "Assessing quality in the early years: Early Childhood Environment Rating Scale-Extension (ECERS-E): Four curricular subscales". Stoke-on Trent: Trentham Books]. This new instrument was developed specifically for assessing the curricular aspects of quality, including pedagogy, in pre-school centres subject to the English national Early Childhood Curriculum. Multi-level statistical analyses revealed that quality of centre-based provision as measured by the ECERS-E was a significant predictor of children's development at entry to school after controlling for pre-test, child characteristics and family background. This study demonstrated that the ECERS-E is a reliable instrument for assessing the educational aspects of process quality and is a significant predictor of children's cognitive/linguistic progress. In contrast, the ECERS-R had a stronger relationship with children's socio-behavioural progress in the pre-school period. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10