Capturing quality in early childhood through environmental rating scales
This paper explores the relationship between 'process' quality characteristics in English pre-school centres and the developmental progress made by children between the ages of 3-5 years. A nationally representative sample of 141 English pre-schools participated in this study with longitud...
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| Format: | Journal article |
| Language: | English |
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2006
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| _version_ | 1826263819899371520 |
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| author | Sylva, K Siraj-Blatchford, I Taggart, B Sammons, P Melhuish, E Elliot, K Totsika, V |
| author_facet | Sylva, K Siraj-Blatchford, I Taggart, B Sammons, P Melhuish, E Elliot, K Totsika, V |
| author_sort | Sylva, K |
| collection | OXFORD |
| description | This paper explores the relationship between 'process' quality characteristics in English pre-school centres and the developmental progress made by children between the ages of 3-5 years. A nationally representative sample of 141 English pre-schools participated in this study with longitudinal pre- and post-test measures taken from 2857 children at ages 3 and 5. Centre quality was assessed using two observational instruments, the revised version of the Early Childhood Environment Rating Scale [Harms, T., Clifford, M., and Cryer, D. (1998). Early Childhood Environment Rating Scale, Revised Edition (ECERS-R). Vermont: Teachers College Press] and a new English curriculum extension to it [Sylva, K., Siraj-Blatchford, I., and Taggart, B. (2003). Assessing quality in the early years: Early Childhood Environment Rating Scale-Extension (ECERS-E): Four curricular subscales. Stoke-on Trent: Trentham Books]. This new instrument was developed specifically for assessing the curricular aspects of quality, including pedagogy, in pre-school centres subject to the English national Early Childhood Curriculum. Multi-level statistical analyses revealed that quality of centre-based provision as measured by the ECERS-E was a significant predictor of children's development at entry to school after controlling for pre-test, child characteristics and family background. This study demonstrated that the ECERS-E is a reliable instrument for assessing the educational aspects of process quality and is a significant predictor of children's cognitive/linguistic progress. In contrast, the ECERS-R had a stronger relationship with children's socio-behavioural progress in the pre-school period. © 2006 Elsevier Inc. All rights reserved. |
| first_indexed | 2024-03-06T19:57:55Z |
| format | Journal article |
| id | oxford-uuid:2649f1e5-5a76-455b-9ae9-c4933601b69f |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-06T19:57:55Z |
| publishDate | 2006 |
| record_format | dspace |
| spelling | oxford-uuid:2649f1e5-5a76-455b-9ae9-c4933601b69f2022-03-26T11:59:59ZCapturing quality in early childhood through environmental rating scalesJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:2649f1e5-5a76-455b-9ae9-c4933601b69fEnglishSymplectic Elements at Oxford2006Sylva, KSiraj-Blatchford, ITaggart, BSammons, PMelhuish, EElliot, KTotsika, VThis paper explores the relationship between 'process' quality characteristics in English pre-school centres and the developmental progress made by children between the ages of 3-5 years. A nationally representative sample of 141 English pre-schools participated in this study with longitudinal pre- and post-test measures taken from 2857 children at ages 3 and 5. Centre quality was assessed using two observational instruments, the revised version of the Early Childhood Environment Rating Scale [Harms, T., Clifford, M., and Cryer, D. (1998). Early Childhood Environment Rating Scale, Revised Edition (ECERS-R). Vermont: Teachers College Press] and a new English curriculum extension to it [Sylva, K., Siraj-Blatchford, I., and Taggart, B. (2003). Assessing quality in the early years: Early Childhood Environment Rating Scale-Extension (ECERS-E): Four curricular subscales. Stoke-on Trent: Trentham Books]. This new instrument was developed specifically for assessing the curricular aspects of quality, including pedagogy, in pre-school centres subject to the English national Early Childhood Curriculum. Multi-level statistical analyses revealed that quality of centre-based provision as measured by the ECERS-E was a significant predictor of children's development at entry to school after controlling for pre-test, child characteristics and family background. This study demonstrated that the ECERS-E is a reliable instrument for assessing the educational aspects of process quality and is a significant predictor of children's cognitive/linguistic progress. In contrast, the ECERS-R had a stronger relationship with children's socio-behavioural progress in the pre-school period. © 2006 Elsevier Inc. All rights reserved. |
| spellingShingle | Sylva, K Siraj-Blatchford, I Taggart, B Sammons, P Melhuish, E Elliot, K Totsika, V Capturing quality in early childhood through environmental rating scales |
| title | Capturing quality in early childhood through environmental rating scales |
| title_full | Capturing quality in early childhood through environmental rating scales |
| title_fullStr | Capturing quality in early childhood through environmental rating scales |
| title_full_unstemmed | Capturing quality in early childhood through environmental rating scales |
| title_short | Capturing quality in early childhood through environmental rating scales |
| title_sort | capturing quality in early childhood through environmental rating scales |
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