scholarly journals Associations for preschool environmental quality with outdoor time and moderate-to-vigorous physical activity in Norwegian preschools

2020 ◽  
Vol 4 (2) ◽  
pp. 7-25
Author(s):  
Kjersti Johannessen ◽  
Elisabeth Bjørnestad ◽  
Ada Kristine Ofrim Nilsen ◽  
Einar Ylvisåker ◽  
Merete Nornes-Nymark ◽  
...  
Keyword(s):  
Physical Activity ◽  
Environmental Quality ◽  
Rating Scale ◽  
Vigorous Physical Activity ◽  
Safety Practices ◽  
Childhood Environment ◽  
Quality Aspects ◽  
Preschool Quality ◽  
Early Childhood Environment ◽  
Explained Variance

Various aspects of the preschool environment may either promote or restrict children’s moderate- to-vigorous physical activity (MVPA), for example through opportunities for outdoor play. The aim of the present study was to determine associations for preschool environmental quality with outdoor time and MVPA in preschoolers. In total, 358 Norwegian 2–6-year-old children had 1–3 valid 14-day periods of accelerometer-determined MVPA (ActiGraph GT3X+) and corresponding logs of preschool outdoor time collected during 2015–2016. The children were enrolled in 30 different preschool departments for which we assessed environmental quality using the Early Childhood Environment Rating Scale-Revised (ECERS-R). Associations for preschool quality with outdoor time and MVPA were determined using multivariate pattern analysis. We found strong inverse associations between preschool quality and outdoor time (51.4 % explained variance), and weak inverse associations between preschool quality and MVPA (5.4 % explained variance). Associations were strongest for the “Space and Furnishings”, “Personal Care Routines”, “Language-Reasoning”, and “Interaction” subscales of ECERS-R, in particular for aspects of safety practices. Children enrolled in departments rated as high quality spent less time outdoors and less time in MVPA. Thus, recognized quality aspects of preschool environments, in particular safety practices, might restrict children’s movement opportunities.

scholarly journals Childcare Center Characteristics Moderate the Effects of a Physical Activity Intervention

2019 ◽  
Vol 17 (1) ◽  
pp. 101
Author(s):  
Ruth P. Saunders ◽  
Marsha Dowda ◽  
Karin A. Pfeiffer ◽  
William H. Brown ◽  
Russell R. Pate
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Young Children ◽  
Mixed Model ◽  
Rating Scale ◽  
Physical Activity Intervention ◽  
Vigorous Physical Activity ◽  
Program Outcomes ◽  
Childhood Environment ◽  
Early Childhood Environment

Center-based early childhood education and care (ECEC) programs are well-positioned to create positive impacts on the health and development of large numbers of young children by promoting physical activity using evidence-based programs. Studies testing physical activity programs for young children should examine the circumstances under which programs are most effective by assessing the role of contextual factors on program outcomes. The purpose of this study was to examine the moderating effects of baseline ECEC center characteristics on the relationship between the Study of Health and Activity in Preschool Environments (SHAPES) intervention and moderate-to-vigorous physical activity (MVPA). MVPA was assessed via accelerometry; center characteristics, practices, and social and physical environments were assessed by director interview and observation; and center quality was assessed using the Early Childhood Environment Rating Scale-Revised Edition. Mixed-model analyses of covariance (ANCOVAs) examined intervention effects on MVPA during the school day; interactions between baseline center variables and group assignment (intervention vs. control) tested for moderation. Two center instructional practices, two social environment characteristics, and one physical environment characteristic at baseline moderated the effects of SHAPES on MVPA outcomes. Assessing baseline practices and center characteristics may aid efforts to match centers with interventions likely to increase physical activity as well as suggest additional intervention strategies to test.

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 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 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.

Impact of quality and pre-primary education on school readiness and numeracy in Lao People’s Democratic Republic

2018 ◽  
Vol 19 (1) ◽  
pp. 79-99
Author(s):  
Colleen Loomis ◽  
Kathrine Maleq ◽  
Ilenia Pellandini ◽  
Abedeljalil Akkari
Keyword(s):  
School Readiness ◽  
Primary Education ◽  
Primary Schools ◽  
School Quality ◽  
Rating Scale ◽  
Lao Pdr ◽  
Lessons Learned ◽  
Childhood Environment ◽  
Early Childhood Environment ◽  
The Impact

The article examined the impact of pre-primary education in Lao PDR on children’s school readiness and numeracy. Using a quasi-experimental research design, we compared children (ages 4 and 5, N = 445) in five districts across three groups: (1) attending a school with an NGO-government collaboration, (2) attending a school without an NGO-collaboration, and (3) not attending school. Quality was assessed using the Early Childhood Environment Rating Scale. Results show that pre-primary schools with an NGO-collaboration were higher in quality than other schools. Children in a school with an NGO-collaboration scored higher on school readiness than both other groups of children; the impact on numeracy differs by age. Five lessons learned are discussed.

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