|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|4938170||1363636||2018||12 صفحه PDF||ندارد||دانلود کنید|
â¢Linearity assumptions between ECERS-R and child outcomes may not be accurate.â¢The ECERS-R is related to child outcomes only within the score range of 1 and 3.4.â¢The same ECERS-R threshold is observed across both social and cognitive outcomes.
Increasingly, states establish different thresholds on the Early Childhood Environment Rating ScaleâRevised (ECERSâR), and use these thresholds to inform high-stakes decisions. However, the validity of the ECERS-R for these purposes is not well established. The objective of this study is to identify thresholds on the ECERS-R that are associated with preschool-aged childrenâs social and cognitive development. Applying non-parametric modeling to the nationally-representative Early Childhood Longitudinal Study Birth Cohort (ECLS-B) dataset, we found that once classrooms achieved a score of 3.4 on the overall ECERS-R composite score, there was a leveling-off effect, such that no additional improvements to childrenâs social, cognitive, or language outcomes were observed. Additional analyses found that ECERS-R subscales that focused on teaching and caregiving processes, as opposed to the physical environment, did not show leveling-off effects. The findings suggest that the usefulness of the ECERS-R for discerning associations with childrenâs outcome may be limited to certain score ranges or subscales.
Journal: Early Childhood Research Quarterly - Volume 42, 1st Quarter 2018, Pages 158-169