Assessing Quality in the Early Years - Early Childhood Environment Rating Scale Extension (ECERS-E): Four Curricular Subscales

By Kathy Sylva, I. Siraj‐Blatchford, B. Taggart. 2003

236 citations recorded by the source corpus.

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Citations in the corpus

Science in the Classroom: Finding a Balance Between Autonomous Exploration and Teacher-Led Instruction in Preschool Settings (2011, background): “Tools are being developed to assess the quality of classroom materials and teacher–child interactions to support math and science learning (e.g., Chalufour et al., 2006; StevensonBoyd et al., 2009; Sylva et al., 2006), as are tools to comprehensively measure children’s learning in these domains.”
Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Influences on children's attainment and progress in Key Stage 2: Cognitive outcomes in Year 6 (2007, methodology): “2 Quality was measured for each pre-school centre using the aggregate score from the ECERS-E (see Glossary) across scores for the curricular activities of Literacy, Numeracy, and Science/knowledge of the world, and on Diversity of provision for children of different abilities, gender and cultures (S”
The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10 (2011, unknown): “E) (Sylva et al., 2003, 2006).”
Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany (2013, methodology): “This study focused on ECERS-E (Sylva et al., 2003), which is a measure of process quality considering four educational aspects: the quality of learning environments for verbal, mathematics, and science literacy and taking care of diversity and individual learning needs.”
‘Would you like to tidy up now?’ An analysis of adult questioning in the English Foundation Stage (2008, methodology): “(421 interview head, Para 64) The analytical process was continued further through theoretical sampling informed by an analysis of the EPPE multi-level outcomes data and the (at that point fully validated) centre quality ratings of the ECERS-R and ECERS-E environmental rating scales.”
Capturing Quality in Early Childhood through Environmental Rating Scales (2006, methodology): “As a result the ECERS-Extension (ECERS-E; Sylva et al., 2003) was developed by the EPPE team to supplement the ECERS-R.”
Curricular quality and day‐to‐day learning activities in pre‐school (2007, methodology): “…ECERS-E scores of the 141 individual pre-school centres included in the EPPE study significantly predicted children’s cognitive progress over the pre-school period in areas such as pre-reading (phonological awareness, letter recognition), numeracy, and non-verbal reasoning (Sylva et al., 2006b).”