scholarly journals Associations between emotional scaffolding, classroom quality and dialectical thinking support in kindergarten

2021 ◽  
Vol 16 (5) ◽  
pp. 2091-2099
Author(s):  
Nikolay Veraksa ◽  
Zlata Airapetyan ◽  
Evgenii Krasheninnikov-Khait ◽  
Margarita Gavrilova
Keyword(s):  
Classroom Environment ◽  
Rating Scale ◽  
Emotion Socialization ◽  
Well Being ◽  
Classroom Quality ◽  
Kindergarten Children ◽  
Dialectical Thinking ◽  
Childhood Environment ◽  
Early Childhood Environment ◽  
Emotional Scaffolding

Emotional scaffolding by the teachers of kindergarten children facilitates children's emotional well-being and contributes to their achievements in school. Our aim was to analyze the association between emotional scaffolding, dialectical thinking support and classroom quality. We used the Early Childhood Environment Rating Scale (ECERS-R), Dialectical Thinking Support (DTS) scale and Emotion Socialization Observation Scale (ESOS). The study involved 22 kindergarten groups attended by 6-7-year-old children and their educators who have worked with these children for several years. The actions of teachers aimed at emotional expressiveness modeling and teaching about emotions are positively associated with high-classroom and dialectical thinking support. We revealed for the first time associations between dialectical thinking support and emotional scaffolding in children. This suggests that the discussion of opposites and contradictions in objects and situations in the classroom environment and the study of them in the process of change is positively associated with emotion socialization.          Keywords: dialectical thinking; teaching about emotions; emotional scaffolding; preschoolers; quality of educational environment

scholarly journals Comparing regulatory and non-regulatory indices of Early Childhood Education and Care (ECEC) quality in the Australian early childhood sector

2020 ◽  
Vol 30 (75) ◽  
pp. 958
Author(s):  
Iram Siraj ◽  
Steven J. Howard ◽  
Denise Kingston ◽  
Cathrine Neilsen‑Hewett ◽  
Edward C. Melhuish ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Rating Scale ◽  
Well Being ◽  
Quality Standard ◽  
Childhood Education ◽  
Childhood Environment ◽  
National Quality ◽  
Education And Care ◽  
Early Childhood Environment

<p>Este estudo analisa as associações entre as pontuações provenientes de processos regulatórios de avaliação da qualidade da educação infantil australiana (Early Childhood Education and Care – ECEC) do National Quality Standard (NQS)2 e das duas escalas de avaliação de qualidade (SSTEW – Sustained Shared Thinking and Well Being; e ECERS-E – Early Childhood Environment Rating Scale-Extension). A amostra consiste em 257 unidades de ECEC em três estados australianos. Os resultados indicaram: associações positivas modestas entre as pontuações do NQS e das escalas; alguma especificidade entre as áreas de qualidade do NQS (aspectos do projeto e práticas pedagógicas para as crianças; relações com crianças) e de uma escala de avaliação – a SSTEW; variabilidade das pontuações das escalas de qualidade dentro de cada classificação do NQS; e atenuação dessas associações quando  o tempo  entre  as avaliações  ultrapassa  24 meses. As conclusões sugerem que o NQS e as escalas de avaliação indicam um núcleo comum de qualidade, mas capturam aspectos diferentes da qualidade, sugerindo que ambos poderiam ser usados para melhorar os padrões de qualidade nas pré-escolas australianas, onde as escalas de avaliação potencializam a qualidade ainda mais do que o NQS.</p><p><strong>Palavras-chave:</strong> National Quality Standard, ECERS-E, SSTEW, Qualidade, Pré-Escola, Regulamentação</p><p> </p><p><strong>Comparando índices regulatorios y no regulatorios de calidad de la educación infantil en Australia</strong></p><p>Este estudio analiza las asociaciones entre los puntajes provenientes de procesos regulatorios   de evaluación de la calidad de la educación infantil australiana (Early Childhood Education and Care – ECEC) del National Quality Standard (NQS) y de las dos escalas de evaluación de calidad (SSTEW – Sustained Shared Thinking and Well Being; y ECERS-E – Early Childhood Environment Rating Scale-Extended). La muestra consiste en 257 unidades de ECEC en tres estados de Australia. Los resultados indicaron: asociaciones positivas modestas entre los puntajes del NQS y de las escalas; alguna especificidad entre las áreas de calidad del NQS (aspectos del proyecto y prácticas pedagógicas para los niños; relaciones con niños) y una escala de evaluación –  la SSTEW; variabilidad de los puntajes de las escalas de calidad dentro de cada clasificación del NQS; y atenuación de dichas asociaciones siempre que el tiempo entre las evaluaciones supera los 24 meses. Las conclusiones sugieren que el NQS y las escalas de evaluación indican un núcleo común de calidad, pero capturan aspectos distintos de la calidad, lo que sugiere que ambos se podrían utilizar para mejorar los estándares de calidad en el sistema preescolar australiano, en el que las escalas de evaluación potencian todavía más la calidad que el NQS.</p><p><strong>Palabras clave:</strong> National Quality Standard, ECERS-E, SSTEW, Calidad, Sistema Preescolar, Reglamentación</p><p> </p><p><strong>Comparing regulatory and non-regulatory indices of Early Childhood Education and Care (ECEC) quality in the Australian early childhood sector</strong></p><p>This study examines associations between Australia’s regulatory ratings of quality in Early Childhood Education and Care (ECEC) – the National Quality Standard (NQS) – and two research-based quality rating scales. The analytic sample consisted of 257 ECEC services across three Australian states. Results indicated (1) modest positive associations between NQS ratings and scale scores; (2) some specificity between NQS quality areas (educational programs and practice; relationships with children) and one research scale – the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale; (3) variability in quality scales scores within each NQS designation; and (4) mitigation of these associations when the time-gap between ratings exceeded 24 months. Findings suggest NQS and research scales tap some common core of quality, yet capture different aspects of quality, suggesting both could be used to raise standards of quality in Australian preschools, where the research scales potentiate raising quality to even higher levels than NQS.</p><p><strong>Keywords</strong>: National Quality Standard, ECERS-E, SSTEW, Quality, Preschool, Regulation</p>

scholarly journals Examining the Category Functioning of the ECERS-R Across Eight Data Sets

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841875829 ◽  
Author(s):  
Ken A. Fujimoto ◽  
Rachel A. Gordon ◽  
Fang Peng ◽  
Kerry G. Hofer
Keyword(s):  
Rating Scale ◽  
Classroom Quality ◽  
Data Sets ◽  
Partial Credit Model ◽  
Partial Credit ◽  
Generalized Partial Credit Model ◽  
Nominal Response Model ◽  
Childhood Environment ◽  
Generalized Partial Credit ◽  
Early Childhood Environment

Classroom quality measures, such as the Early Childhood Environment Rating Scale, Revised (ECERS-R), are widely used in research, practice, and policy. Increasingly, these uses have been for purposes not originally intended, such as contributing to consequential policy decisions. The current study adds to the recent evidence of problems with the ECERS-R standard stop-scoring by analyzing eight studies offering 14 waves of data collection in approximately 4,000 classrooms. Our analysis, which featured the nominal response model, generalized partial credit model, partial credit model, within-category averages of total scores, and point-biserial correlations, revealed that all 36 items had categories that did not follow an ordinal progression with respect to quality. Additionally, our results showed that the category problems accumulated to the scale score. The results caution against the use of the standard raw scoring and encourage development of alternative scoring methods for the ECERS-R.

scholarly journals VERIFICATION OF ASSESSMENT SCALES OF THE SENSORY ENRICHED ENVIRONMENT ECERS-R AND SSTEW OR IMPLEMENTATION IN UKRAINE

2021 ◽  
Vol 2 ◽  
pp. 756-767
Author(s):  
Kateryna Kruty ◽  
Oksana Holiuk ◽  
Nataliia Rodiuk ◽  
Oksana Popovych ◽  
Larysa Zdanevych ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Rating Scale ◽  
Preschool Education ◽  
Well Being ◽  
Enriched Environment ◽  
Internal Space ◽  
State University ◽  
Childhood Environment ◽  
State Pedagogical ◽  
Early Childhood Environment

The quality of education in general and preschool education in particular remains relevant both in the light of current reforms in the educational sphere of Ukraine and in the international context. Scientists pay attention to solving the problem of organizing comfortable environment, in particular the lack of internal space for each child. So far, the problems of teaching educators of preschooleducation establishments for the assessment of a high-quality sensory enriched environment have not been fully resolved. The purpose of the article is to determinate the effective quality scales of preschool education, to verify the most acceptable scales for assessment of the sensory enriched environment, to compare analysis of the obtained experimental data. During the research we used the following methods: observation, analysis, interviews, mathematical statistics, scales ECERS-R (Early Childhood Environment Rating Scale-Revised) and SSTEW (Sustained Shared Thinking and Emotional Well-being).The assessment of the condition of the sensory enriched environment was conducted by the 3rd year undergraduate students studying at the educational program «Preschool Education» at Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Mukachevo State University, Khmelnytskyi Humanitarian-Pedagogical Academy. At the stage of experimental activity, 21 experts, 30 educators were involved, 15 environments in preschool establishments were evaluated.The analysis of the main features of the external and internal sensory enriched environment, which was carried out on the basis of the proposed parameters of the ECERS and SSTEW scales, allows us to determine the features that set out the possibility of further enrichment of this environment. The authors propose to focus on the enrichment of the environment as a special means of integrating the accumulated pedagogical experience into a holistic pedagogical system, as well as the complexity of the child’s development situation, which is taken into account by adults. 

scholarly journals Avaliação de ambientes educacionais infantis

2003 ◽  
Vol 13 (25) ◽  
pp. 41-58 ◽  
Author(s):  
Mariana Almeida de Oliveira ◽  
Rosângela de Assis Furtado ◽  
Tatiana Noronha de Souza ◽  
Mara Ignez Campos-de-Carvalho
Keyword(s):  
Early Childhood ◽  
Rating Scale ◽  
Childhood Environment ◽  
Early Childhood Environment

Dada a ausência de instrumentos brasileiros para avaliação de qualidade da educação infantil, desenvolvemos estudos com duas escalas norte-americanas (Early Childhood Environment Rating Scale-ECERS e Infant/Toddler Environment Rating Scale-ITERS), examinando sua precisão à realidade brasileira. Cada item (ECERS-37; ITERS-35) é pontuado de 1 a 7, conforme instruções específicas, observadas durante atividades do grupo. Foram avaliadas turmas de instituições filantrópicas, municipais, privadas e universitária, obtendo-se: (1) índice de acordo entre dois avaliadores independentes acima de 85%, indicando um nível satisfatório de precisão; (2) baixo nível de qualidade do atendimento nas redes filantrópica e municipal, nesta havendo melhor qualidade; (3) nível satisfatório de qualidade em pré-escolas privadas e alto nível na creche universitária. As escalas discriminaram os vários modelos de instituição, diferenciaram as turmas entre si e aspectos satisfatórios ou deficitários em cada turma, essencial para a proposição de mudanças, visando melhoria na qualidade do atendimento oferecido.

scholarly journals Factor structure and validity of the Early Childhood Environment Rating Scale – Third Edition (ECERS-3)

2018 ◽  
Vol 44 ◽  
pp. 242-256 ◽  
Author(s):  
Diane M. Early ◽  
John Sideris ◽  
Jennifer Neitzel ◽  
Doré R. LaForett ◽  
Chelsea G. Nehler
Keyword(s):  
Early Childhood ◽  
Factor Structure ◽  
Rating Scale ◽  
Childhood Environment ◽  
Early Childhood Environment

scholarly journals Qualidade em ambientes de um programa de educação infantil pública

2008 ◽  
Vol 24 (3) ◽  
pp. 269-277 ◽  
Author(s):  
Alysson Massote Carvalho ◽  
Arlete Santana Pereira
Keyword(s):  
Early Childhood ◽  
Rating Scale ◽  
Childhood Environment ◽  
Early Childhood Environment

Este estudo objetivou avaliar a qualidade dos ambientes de um programa público de educação infantil - PEI, utilizando os instrumentos Infant/Toddler Environment Rating Scale - Revised Edition (ITERS-R) e Early Childhood Environment Rating Scale - Revised Edition (ECERS-R). Foram avaliadas 16 turmas com faixa etária entre 4 e 68 meses. A média obtida pelas turmas com a ITERS-R foi de 2,80. As turmas avaliadas por meio da ECERS-R obtiveram média de 2,69. Segundo as escalas utilizadas, esses resultados indicam um padrão de qualidade entre inadequada e minimamente adequada. Quanto aos itens das escalas, verificou-se uma maior variação nos escores das turmas com idade de até 3 anos. Os resultados obtidos evidenciaram a necessidade de intervenções no programa, sobretudo nos itens relacionados à rotina e cuidados pessoais com as crianças de até 3 anos e aqueles relativos às atividades, com as crianças a partir de 3 anos até 68 meses.

scholarly journals A comparative analysis of the Early Childhood Environment Rating Scale–Revised and Early Childhood Environment Rating Scale, Third Edition

2019 ◽  
Vol 17 (4) ◽  
pp. 408-422
Author(s):  
Jennifer Neitzel ◽  
Diane Early ◽  
John Sideris ◽  
Doré LaForrett ◽  
Michael B Abel ◽  
...  
Keyword(s):  
Early Childhood ◽  
Rating Scales ◽  
Rating Scale ◽  
Research Literature ◽  
Future Research ◽  
Childhood Environment ◽  
Early Childhood Environment ◽  
Environment Rating Scales ◽  
Early Childhood Learning ◽  
The Relationship

The Early Childhood Environment Rating Scales, including the Early Childhood Environment Rating Scale–Revised (Harms et al., 2005) and the Early Childhood Environment Rating Scale, Third Edition (Harms et al., 2015) are the most widely used observational assessments in early childhood learning environments. The most recent version of the scale addresses some of the criticisms in the research literature, particularly related to the organization of the Scale and the standard scoring procedures. In the current study, we explore the relationship between the two scales. Specifically, we evaluated the correlations between the Early Childhood Environment Rating Scale–Revised and the Early Childhood Environment Rating Scale, Third Edition, as well as the differences between the overall scores, individual items, and subscales. Implications for practice and future research are also provided.

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