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Capturing quality in early childhood through environmental rating scales
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Sylva, Kathy, Siraj-Blatchford, Iram, Taggart, Brenda, Sammons, Pam, Melhuish, Edward, Elliot, Karen and Totsika, Vasiliki (2006) Capturing quality in early childhood through environmental rating scales. Early Childhood Research Quarterly, Volume 21 (Number 1). pp. 76-92. doi:10.1016/j.ecresq.2006.01.003 ISSN 0885-2006.
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Official URL: http://dx.doi.org/10.1016/j.ecresq.2006.01.003
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
| Item Type: | Journal Article | ||||
|---|---|---|---|---|---|
| Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | ||||
| Journal or Publication Title: | Early Childhood Research Quarterly | ||||
| Publisher: | Pergamon | ||||
| ISSN: | 0885-2006 | ||||
| Official Date: | 2006 | ||||
| Dates: |
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| Volume: | Volume 21 | ||||
| Number: | Number 1 | ||||
| Page Range: | pp. 76-92 | ||||
| DOI: | 10.1016/j.ecresq.2006.01.003 | ||||
| Status: | Peer Reviewed | ||||
| Publication Status: | Published | ||||
| Access rights to Published version: | Restricted or Subscription Access |
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