Examining the validity of the ECERS–R: Results from the German National Study of Child Care in Early Childhood

Mayer, Daniela; Beckh, Kathrin

doi:10.1016/j.ecresq.2016.01.001

Cited by 32 publications

(20 citation statements)

References 21 publications

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“…More importantly, the potential transferability for this finding lies with two other aspects. First, the observed age-related play behaviour is interpreted as universal: the basic need for exploration and risk-taking is a natural and essential part of wellbeing and development (Mayer & Beckh, 2016;Miller & Byrnes, 1997;Ryan & Deci, 2000), hence practitioners' ability to respond appropriately to this is interpreted as high quality. This interpretation is supported by the triangulation with ITERS-R; Centre 1 (with the highest ITERS-R score) has the highest portion of scaffolding (Table 2).…”

Section: Discussionmentioning

confidence: 99%

Characteristics of staff–child interaction in 1–3-year-olds’ risky play in early childhood education and care

Kleppe

2017

Early Child Development and Care

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Despite increased interest in children's risk-taking in play, little is known of this aspect considering children under three years. Therefore, this study aimed to investigate the concept of scaffolding to potentially describe patterns in staff-child interaction in 1-3-year-olds' risky play. Empirical data were taken from an exploratory study, executed as a focused ethnography with multiple data collecting techniques, resulting in a sample of 198 instances of risky play. Findings indicate that scaffolding is a pertinent theoretical foundation for describing high-quality staffchild interaction in risky play, leading to increased opportunities for developmentally appropriate stimulation. Of the 171 instances where staff were present, staff did not interact at all in 70 of the instances (41%). Staff-child interaction, directly related to children's risky play, occurred in the remaining 101 instances. Of these 101 instances, 'Scaffolding'and 'Non-scaffolding'-interaction were observed in 78% and 22% of the instances, respectively. Implications are discussed.

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Section: Discussionmentioning

confidence: 99%

Characteristics of staff–child interaction in 1–3-year-olds’ risky play in early childhood education and care

Kleppe

2017

Early Child Development and Care

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“…They found that every ECERS-R item had at least one pair of adjacent category thresholds that was out of order. Mayer and Beckh (2016) also used the PCM with a nationally representative German sample of 270 classrooms and replicated reversals of adjacent threshold estimates. These findings suggest some problems with category usage but not what the problems are.…”

Section: Prior Studies On the Ecers-r Scoringmentioning

confidence: 99%

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

Fujimoto

Gordon²,

Peng

et al. 2018

AERA Open

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Major policy efforts aim to make preschool universally available and improve the quality of child care settings, with a goal of preparing all children for school (Child Trends, 2015; Pew Charitable Trusts, 2014; U.S. Department of Education, 2013). Importantly for our study, policies often dictate that observational measures are incorporated in an attempt to ensure high classroom quality. Often, raw scores (e.g., averaging across all items) from these measures are compared to cut scores, contributing to consequential decisions for child care subsidy levels, Head Start funding, and public recognition with medals (gold, silver, bronze) or stars (5-star, 4-star, etc.). One widely used measure to assess the quality of child care centers is the Early Childhood Environment Rating Scale, Revised (ECERS-R; Harms, Clifford, & Cryer, 1998). A compendium of state Quality Rating and Improvement Systems found that 40% of states used only the ECERS-R and another 40% used ECERS-R along with another quality measure (Child Trends, 2015). A recent survey of state pre-kindergarten policies similarly found that 19 states relied on ECERS-R for program monitoring (Ackerman, 2014). With such consequences for funding and reputation, these measures can have an outsized influence on teacher practice, similar to high-stakes student

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“…SSTEW is underpinned by principles and practices that reflect the evidence base around effective practice. It is grounded in current thinking and developmental theories (see, for example, Mayer & Beckh, 2016;Moreno et al, 2017) and considers: relational pedagogy and practices that encourage educators to engage in responsive, warm and affectionate interactions with children (see Ainsworth, 1979;Bowlby, 1969;Deci & Ryan, 1985;Hamre & Pianta, 2001;Ryan & Deci, 2000); intentional pedagogy that supports and extends critical thinking, reasoning and problem solving (e.g., Bodrova & Leong 2007;Vygotsky, 1978); and concept development and encouragement for learning (e.g., Downer et al, 2012;LoCasale-Crouch et al, 2007;Mashburn et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Measuring interactional quality in pre-school settings: introduction and validation of the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale

Howard

Siraj

Melhuish

et al. 2018

Early Child Development and Care

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Examining the validity of the ECERS–R: Results from the German National Study of Child Care in Early Childhood

Cited by 32 publications

References 21 publications

Characteristics of staff–child interaction in 1–3-year-olds’ risky play in early childhood education and care

Characteristics of staff–child interaction in 1–3-year-olds’ risky play in early childhood education and care

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

Measuring interactional quality in pre-school settings: introduction and validation of the Sustained Shared Thinking and Emotional Wellbeing (SSTEW) scale

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