Conception and validation of the Quality of Educators’ Observation and Planning Practices Scale (QEOPPS)

Lemay, Lise; Cantin, Gilles; Lemire, Julie; Bouchard, Caroline

doi:10.1080/09575146.2018.1462303

Cited by 4 publications

(3 citation statements)

References 16 publications

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“…This research reports that adult-child interaction quality is at a high average level in ECC, using the Échelle d'observation de la qualité éducative (ÉOQÉ; Drouin et al, 2004;Institut de la statistique du Québec, 2015). Several other studies carried out by research teams subsequently found similar results (Bigras et al, 2010Bouchard et al, 2021;Japel et al, 2005;Lemay et al, 2021), including a study by that used the Classroom Assessment Scoring System (CLASS; Pianta et al, 2008) to measure interaction quality. Nevertheless, it is important to point out that these studies are not recent, and the tools used to measure interaction quality were not the same, making them difficult to compare.…”

Section: Educational Quality Indicators In Ecc and 4-year-old Preschoolsmentioning

confidence: 63%

“…At the end of observation, scores are averaged per dimension, while domain scores are calculated from the average of their respective dimensions. This measurement instrument has good reliability, with internal consistency coefficients ranging from acceptable to excellent depending on dimensions (0.73 to 0.9; Lemay et al, 2021;Pianta et al, 2008).…”

Section: Classroom Assessment Scoring System Pre-kmentioning

confidence: 99%

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Measuring Quality in Two Early Childhood Education Contexts: Centre-Based Childcare and Four-Year-Old Preschool

Roy-Vallières,

Charron,

Bigras

et al. 2023

JEL

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The quality of early childhood experiences is crucial to a child’s development and educational success. Yet few early childhood education and care services in the world today offer a consistently high level of educational quality. In particular, educational quality depends on the context’s characteristics. The aim of this study was therefore to measure and compare the educational quality experienced in two distinct educational contexts, located in Quebec: early childhood centres and 4-year-old preschools. Results of the study indicate that there are very few significant differences between these two educational contexts in terms of interaction quality and pedagogical orientations quality, while variables related to structural quality vary greatly. Correlational and regression analyses carried out separately on each educational context show that few variables are predictive of interaction quality levels, suggesting that other variables, notably related to pedagogical orientations quality, would better explain variations in adult-child interactions predictive of child development. These results have implications for initial training curriculum aimed towards adults working in early childcare and for future directions in research on educational quality, including rethinking the importance of pedagogical orientations and structures in the ecosystemic model of quality.

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Section: Educational Quality Indicators In Ecc and 4-year-old Preschoolsmentioning

confidence: 63%

Section: Classroom Assessment Scoring System Pre-kmentioning

confidence: 99%

Measuring Quality in Two Early Childhood Education Contexts: Centre-Based Childcare and Four-Year-Old Preschool

Roy-Vallières,

Charron,

Bigras

et al. 2023

JEL

View full text Add to dashboard Cite

show abstract

“…The quality of child observation and planning practices was documented using a 30-minute semistructured interview with each educator of an observed group [47]. This interview included a requirement that the observer review the documents the educator stated they used to plan and to observe children, to validate their responses [48], [49].…”

Section: Quality Of Child Observation and Planning Practicesmentioning

confidence: 99%

Validation of the French version of the classroom assessment scoring system infant and toddler in Quebec

Lemay,

Hayotte,

Lemire

et al. 2024

IJERE

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<span lang="EN-US">The objective of this study is to validate the French version of the Classroom Assessment Scoring System (CLASS) infant and toddler, as employed to assess the quality of interactions in groups of children under 3 years old, in childcare centers in Quebec where French is the official language. Indeed, when using a different language version of a standard-based tool outside its original context, an important step is to verify that it remains reliable and valid for measuring the research construct. This validation study was conducted in Montreal area (Quebec, Canada). The subjects were 154 classrooms (46 infant, 108 toddler) located within a representative sample of 68 childcare centers. Live classroom observations were conducted in the fall 2018 with the CLASS and other measures of process quality. Results replicate the factor structures of the original versions of the CLASS tool and provide evidence for the good reliability (inter-rater reliability, internal consistency) and validity (criterion and construct) of the French versions. The discussion highlights cross-cultural differences in the classrooms, childcare centers, and regulations that could explain some differences obtained in this research and, therefore, needs to be considered when using the CLASS in French to have a reliable and valid tool to measure the quality of interactions.</span>

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Practices of Planning as a Reflection of Teaching and Learning Concepts in ECEC: The Cases of Finland and Slovenia

Rutar

Ukkonen-Mikkola

Štemberger

et al. 2022

Early Childhood Research and Education: An Inter-Theoretical Focus

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Conception and validation of the Quality of Educators’ Observation and Planning Practices Scale (QEOPPS)

Cited by 4 publications

References 16 publications

Measuring Quality in Two Early Childhood Education Contexts: Centre-Based Childcare and Four-Year-Old Preschool

Measuring Quality in Two Early Childhood Education Contexts: Centre-Based Childcare and Four-Year-Old Preschool

Validation of the French version of the classroom assessment scoring system infant and toddler in Quebec

Practices of Planning as a Reflection of Teaching and Learning Concepts in ECEC: The Cases of Finland and Slovenia

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