Behavioral Observations as Predictors of Children's Social and Cognitive Progress in Day Care

Hadeed, Julie; Sylva, Κathy

doi:10.1080/0030443991540102

Cited by 6 publications

(9 citation statements)

References 18 publications

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“…The third suggestion would be to collaborate these findings with guidelines adopted and measured by the Amiri decree (M = 2.00) to improve support at the policy-making level. To date, only 2% of the total childcare provision is supported and maintained by the government when numerous studies indicate quality childcare and children's outcomes increase incrementally when there is financial investment (Hadeed, 1994(Hadeed, , 2005(Hadeed, , 2008Hadeed & Sylva, 1996, 1999NICHD, 2004;NICHD Early Child Care Research Network, 2005;Save the Children, 2009;UNDP, 2007UNDP, , 2009UNESCO, 2008;UNICEF, 2006UNICEF, , 2008.…”

Section: Discussionmentioning

confidence: 98%

Reliability and validity of the Early Childhood Environment Rating Scale, Revised Edition, ECERS-R in Arabic

Hadeed

2013

Early Child Development and Care

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The aim of this study was to test reliabilities and validations for the Arabic translation of the Early Childhood Environment Rating Scale, Revised (ECERS-R) scale [Harms, T., Clifford, R. M., & Cryer, D. (1998). Early childhood environment rating scale, revised edition. New York: Teachers College Press]. ECERS-R mean scores were tested for reliability at the indicator, item and total score levels. Test-retest, inter-rater and internal consistency correlation agreements were used on a sample of 50 childcare centres randomly sampled, representing category (national or private), region, type of childcare provision and classroom level (3-6 years) in Bahrain. High agreement levels (Cohen's kappas) between raters for mean total (0.797), item (0.78) and indicator (0.91) scores and internal consistency, 0.95 (Cronbach alpha) support ECERS-R as a reliably translated measure of quality identifiable in Arabic. Content, concurrent and predictive measures of validity included the Caregiver Interaction Scale significantly related with the ECERS-R (r = .56 Pearson product moment) and higher staff qualification levels which predicted higher ECERS-R scores, ANOVA F(1, 49) = 3.81, p = .05. Factor analyses identified high item loadings (>.69) for the total ECERS-R scale and also with the two factors: teaching and interaction and provisions and learning (Clifford, R., Reszka, S. and Rossbach, H. (2010). Reliability and validity of the early childhood environment rating scale. Chapel Hill: FPG Child Development Institute, University of North Carolina), demonstrating the ECERS-R in Arabic to be a reliable and valid instrument. Further research evidence using the Arabic scale is needed. Reliability and validity of ECERS-R in ArabicAn instrument's reliability refers to the consistency of scores over time and between different raters. Importantly, the Early Childhood Environment Rating Scale, Revised (ECERS-R) has used several types of reliability which include test-retest reliability, internal consistency and inter-rater reliability. The procedures for analysis include calculating the total scores by summing the scores from each item, and then finding a mean item score giving each item an equal weight in the total score calculation. All items from the scale are used in the analysis so as not to affect the total scores. In addition, the authors recommend that subscale scores not be considered as Downloaded by [University of Nebraska, Lincoln] at 13:55 03 February 2015independent unit measures of quality to be compared across studies (Clifford, Reszka, & Rossbach, 2010).The ECERS-R Arabic version is the translation of the well-known and established original ECERS-R scale. It maintains the same conceptual framework, scoring approach and administration. The original ECERS-R is reliable at the indicator and item level, and at the levels of the total scores. Percentage level of agreement across the full 470 indicators in the scale was 86.1%, with no item having an indicator agreement level below 70%. Exact agreement at the item level was 48%...

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Section: Discussionmentioning

confidence: 98%

Reliability and validity of the Early Childhood Environment Rating Scale, Revised Edition, ECERS-R in Arabic

Hadeed

2013

Early Child Development and Care

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“…*Where 'not identified' occurred in the observations, there frequencies were noted as missing. Hadeed and Sylva 1995) with Levels of Cognitive Challenge (from Camaioni et al, 1988) within groups: overall and for practitionerand child-oriented groups (% by column) Orientation/ Task…”

Section: Discussionmentioning

confidence: 99%

“…Actual recorded activities were coded according into Task categories (Hadeed, and Sylva 1995), levels of Cognitive challenge (Camaioni et al 1988) and Gendered activities (from Martin, and Fabes 2001). A descriptive analysis (Table 3) across the whole sample found the 19 task categories were dominated by the traditional curriculum (3Rs; mainly undertaking number and reading practice), Artwork, Practitioner-directed artwork, Other practitionerdirected activities (story-reading), pretend activities, manipulation of toys and other puzzles and materials.…”

Section: Activity Analysismentioning

confidence: 99%

“…4. Actual practitioner structured activity (undertaken by children): this activity was initially described by the researcher and then rated for type of activity, genderization of activity and cognitive challenge of activity: a. Typification of activity as tasks predictive of children's cognitive and social progress in pre-school(Hadeed, and Sylva 1995) included: gross motor, large construction (wooden bricks/blocks), small construction (lego, sticklebricks), art, manipulation of objects (pipe cleaners and similar objects) , structured material (sorting), pretend, scale version toys, music, informal game, spontaneous actions with rules, 3Rs (early reading and numeracy), examination of an object, problem solving, adult directed art manipulation, organized games with rules, adult-directed group activity. b. Genderization of activity was adopted fromMartin and Fabes (2001): actual activities were recoded into 29 activity categories and three additional (gender neutral) activities were included (fine motor, practitioner-led large-group story/talk, and talk with practitioner as an individual).…”

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confidence: 99%

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Interactive and socially inclusive pedagogy: a comparison of practitioner- and child-oriented cognitive/learning activities involving four-year-old children in preschools in England

Kutnick

Brighi

Colwell

2016

European Early Childhood Education Research Journal

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There are now a number of well founded, international studies identifying that access to preschool experience will enhance a child's cognitive and social development and facilitate entry to primary schools (Ball 1994; NICHD 2002; Schweinhart, and Weikart 1997; Sylva et al. 2010). These studies demonstrate that the analysis of the potential positive effects of preschool experience on children's development have moved-on from simple considerations of attendance to the investigation of specific qualities associated with effective environments and activities or high quality experiences (EPPE 2004; Siraj-Blatchford 2010; Sylva 2010). Of particular relevance is that pre-schools providing high-quality or 'excellent' provision provide for both cognitive and social development and that these developments are not compartmentalised, they are linked (Siraj-Blatchford et al., 2003). The study reported within this paper examines childrens' experiences within preschool settings (associated with interactions between children and their practitioners) that facilitate cognitive and social developments-especially with regard to an active and interactive pedagogy and the promotion of social inclusion (EPPE 2004; Stephen 2006). In particular, the EPPE studies

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“…Herzog 1997; Hadeed and Sylva 1999;Layzer, Goodson, and Brown-Lyons 2007;Smidt 2012), children's activities are distinguished into cognitively stimulating 'high-yield' (role playing, construction games, art, natural science, oral language, use of print materials, and school preparation), somewhat less cognitively stimulating 'moderateyield' (puzzles, music, and sand/water), and least stimulating 'low-yield' activities (transitions/being unoccupied, napping/cuddling, caretaking routines, dance games/ group or circle games, parlor and board games, and movement games). The frequency of occurrence of the categories was captured by maintaining the methodological structure of the inCLASS (10-minute-sections of observation and coding).…”

Section: European Early Childhood Education Research Journalmentioning

confidence: 99%

How do activity settings, preschool teachers’ activities, and children’s activities relate to the quality of children’s interactions in preschool? Findings from Austria

Smidt

Embacher

2020

European Early Childhood Education Research Journal

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Research on the predictivity of activity settings, preschool teachers' activities, and children's activities for interaction quality is inconsistent and cannot be transferred easily to specific national preschool contexts. The present study addresses this issue by assessing the interaction quality of 185 children aged 3-5 years attending 61 preschools in Austria using the Individualized Classroom Assessment Scoring System (inCLASS). Activity settings and activities were captured using a time-sampling method. Having included control variables, regression analyses revealed that scaffolding was positively related to children's interactions with teachers, free choice was positively related to interactions with peers, and 'high-yield' activities were positively related to interactions with peers and task orientation. Teacher-led activities and scaffolding were negatively related to interactions with peers, and 'low-yield' activities were negatively related to interactions with peers and task orientation. Effect sizes ranged from small to medium. The findings indicate that opportunities to support children remain untapped.

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Behavioral Observations as Predictors of Children's Social and Cognitive Progress in Day Care

Cited by 6 publications

References 18 publications

Reliability and validity of the Early Childhood Environment Rating Scale, Revised Edition, ECERS-R in Arabic

Reliability and validity of the Early Childhood Environment Rating Scale, Revised Edition, ECERS-R in Arabic

Interactive and socially inclusive pedagogy: a comparison of practitioner- and child-oriented cognitive/learning activities involving four-year-old children in preschools in England

How do activity settings, preschool teachers’ activities, and children’s activities relate to the quality of children’s interactions in preschool? Findings from Austria

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