Parent-Teacher Relationship Scale

Jeon, Hyun‐Joo; Peterson, Carla A.; Luze, Gayle; Carta, Judith J.; Langill, Carolyn

doi:10.1037/t89004-000

Cited by 1 publication

(1 citation statement)

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“…Furthermore, existing tools that measure quality, such as the Classroom Assessment Scoring System (Pianta et al, 2008) and ECERS-E (Sylva et al, 2010), are largely designed to be completed by external assessors, require costly intensive training, and have limited involvement or input from the educators who work with and know the children best. These tools also emphasise the components that affect overall quality in the learning space, and thus wrongly assume that quality affects all children equally (Jeon et al, 2010). A new approach is needed: acknowledging that children's experiences of quality are deeply personal and vary according to who is present on the dayboth adults and peersand the interactions that unfold between them.…”

Section: Introductionmentioning

confidence: 99%

Feasibility and Potential Benefits of the Observe, Reflect, Improve Children’s Learning (ORICL) Tool: Perspectives of Infant–Toddler Educators

Elwick

Wong

Harrison

et al. 2023

Australasian Journal of Early Childhood

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This article discusses infant–toddler educators’ perspectives of using the Observe, Reflect, Improve Children’s Learning tool (ORICL) in practice. ORICL is a new tool informed by implementation science and co-designed with Australian early childhood education and care policy-makers, practitioners, and service providers. It aims to support infant–toddler educators to observe, reflect on, assess, and improve the quality of individual children’s learning experiences. Twenty-one educators working in Australian long day care and family day care services participated in the study, with a total of 66 ORICLs being completed for children ranging from 7 to 33 months of age. Educators also participated in an interview to share their experiences of using ORICL in practice. Findings show that ORICL enhanced educators’ understandings of infants’ and toddlers’ learning, development and wellbeing, and educators’ critical reflection. ORICL also helped educators to notice interactions, document and plan for children’s learning, and communicate children’s learning to others.

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Section: Introductionmentioning

confidence: 99%