Factor structure and validity of the Early Childhood Environment Rating Scale – Third Edition (ECERS-3)

Early, Diane M.; Sideris, John; Neitzel, Jennifer; LaForett, Doré R.; Nehler, Chelsea

doi:10.1016/j.ecresq.2018.04.009

Cited by 29 publications

(26 citation statements)

References 34 publications

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“…Overall ECTS-3 scores, learn-ing opportunities, and teacher interaction were positively associated with the growth of control functions, as were all three areas of CLASS Pre-K. The results showed the value of a tool for assessing the quality of preschool education [11].…”

Section: Interaction Within the Preschool Organization Aimed At High Education Qualitymentioning

confidence: 78%

Assessing preschool education quality via the ECERS-R scales

et al. 2021

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The article covers current trends in the worldwide experience of quality assessment in preschool education. The authors have analyzed the world's best practices in assessing the quality of preschool education. One of the tools recognized in the world community is the ECERS-R scale. The authors share understanding of the ways to apply these scales to quality assessment in accord with the requirements of the Federal State Educational Standard for preschool education and make it possible to assess the quality of conditions for development, moral instruction and education of preschool children. The ECERS-R scores make it possible to reveal the development vector of a preschool educational organization. When using ECERS-R scales for a comprehensive assessment of the quality of education in preschool educational organizations, the assessment becomes the key to the development of the preschool establishment. Identifying and bridging the gap between the norm of the standard and activities of the institution, i.e. the goal and the reality, shape the key directions in work. On the basis of this assessment, a program for development of a preschool organization should be defined. The authors conducted a research on introducing the ECERS-R scales into activities of the teaching staff to improve the quality of interaction between employees. The researchers worked out and implemented a plan for improving staff interaction and collaboration based on the ECERS-R scales. The work carried out showed a significant qualitative improvement in the interaction between employees, which consequently affects the education quality.

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Section: Interaction Within the Preschool Organization Aimed At High Education Qualitymentioning

confidence: 78%

Assessing preschool education quality via the ECERS-R scales

et al. 2021

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“…Our results suggest that the ECERS-R and ECERS-3 were only modestly correlated which does not allow for easy translation between the instruments. For example, the correlation between the two versions of the ECERS is about the same as between either of them, and the Classroom Assessment Scoring System (CLASS; Early et al, 2018; Pianta et al, 2008), another widely used early childhood classroom quality measure. Thus, while the ECERS-R and ECERS-3 are measuring some common characteristics, they are distinct tools that cannot be used interchangeably.…”

Section: Discussionmentioning

confidence: 99%

“…Previous research on the ECERS-R indicates that the Scale contains two factors: Activities/Materials and Language/Interactions (Cassidy et al, 2005) or Provisions for Learning and Teaching and Interactions (Clifford et al, 2005). More recently, researchers have found that a four-factor solution offered the best fit for the ECERS-3: Learning Opportunities, Gross Motor, Teacher Interactions , and Math Activities (Early et al, 2018). The sample size in the current study did not support this level of analysis, but it would be interesting to see if these factors were replicated when the data were collected in the same rooms at the same time.…”

Section: Discussionmentioning

confidence: 99%

“…Past research on the ECERS-R suggests that there have been only small to modest associations between program quality and child outcome measures (Burchinal et al, 2011; Shonkoff and Phillips, 2000; Vandell, 2004; Yoshikawa et al, 2013). More recent research on the ECERS-3 has found that associations with children’s outcomes provided some evidence of the tool’s predictive validity, but the associations were small and not domain-specific (Early et al, 2018). To fully understand the differences in the predictive validity between the scales, future research should focus on conducting studies in which ECERS-R and ECERS-3 are administered simultaneously in classrooms where child outcomes data are collected.…”

Section: Discussionmentioning

confidence: 99%

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A comparative analysis of the Early Childhood Environment Rating Scale–Revised and Early Childhood Environment Rating Scale, Third Edition

Neitzel¹,

Early

Sideris

et al. 2019

Journal of Early Childhood Research

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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.

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“…All components of good ECE management are linked to procedures and activities carried out consistently, effectively, and efficiently to support learning and meet the needs of students. ECE quality, according to Magnuson and Shager (2010), Freeman et al (2014) and Early, et al (2018), is measured from two aspects, namely structural and process aspects. The structural aspects of the ECE program are easy to measure and manage and affect children's development indirectly by shaping everyday experiences in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Development of Early Childhood Education Management Model Based on National Education Standards and Management Information System (MPAUD-SNSI)

Raflesia

Sasongko

Somantri

2021

IJMMU

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The low quality of early childhood education management in Indonesia can be seen from the results of accreditation that refer to national education standards. This study offers a solution that is to streamline management through the application of a management model based on national standards for early childhood education, which is integrated with a management information system. This article describes the process of formulating and testing a model called MPAUD-SNSI. The tests conducted at 45 schools in Bengkulu Province showed that the model and application of the management information system produced in this study were valid and reliable. The spider diagram simulation feature in the application can conduct a self-evaluation before applying for accreditation. This evaluation helps schools to improve the quality of management sustainably. The empirical test results show that if the indicators in the PAUD-SNSI model are applied in schools, the level of effectiveness of school management can reach the very effective criteria.

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Factor structure and validity of the Early Childhood Environment Rating Scale – Third Edition (ECERS-3)

Cited by 29 publications

References 34 publications

Assessing preschool education quality via the ECERS-R scales

Assessing preschool education quality via the ECERS-R scales

A comparative analysis of the Early Childhood Environment Rating Scale–Revised and Early Childhood Environment Rating Scale, Third Edition

Development of Early Childhood Education Management Model Based on National Education Standards and Management Information System (MPAUD-SNSI)

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