Capturing Quality in Early Childhood through Environmental Rating Scales

By Kathy Sylva, I. Siraj‐Blatchford, B. Taggart, P. Sammons, E. Melhuish, K. Elliot, V. Totsika. 2006

390 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/219aad6a76b08583a96de110db5533da8039d9b8

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. (2008, background): “As important as procedural fidelity is to ensuring that curricula are implemented as intended, it must be distinguished from quality of implementation, which is decidedly more difficult to capture (Sylva et al., 2006) and likely reflects a teacher’s conceptual rather than procedural skill.”
Pre-school quality and educational outcomes at age 11: Low quality has little benefit (2011, background): “It has strong associations with children’s outcomes at age seven (Sylva et al., 2006).”
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).”
Two-way and monolingual English immersion in preschool education: An experimental comparison (2007, methodology): “This result is virtually identical to the correlation between the ECERS-R and the “ECERS-Extension,” which was developed to focus added attention on literacy, math, science, and diversity ( Sylva et al., 2006 ).”
Assessing Quality in Early Childhood Education and Care (2013, background): “…challenges have long been a key issue for www.rch.org.au/ccch/policybriefs Policy Brief No. 25 July 2013: Assessing the quality of early childhood education and care 3 research into process aspects of ECEC quality (Sylva et al., 2006; Burchinal et al., 2011) that capture learning interactions.”
The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10 (2011, methodology): “The quality of pre‐school measure was based on trained researchers’ observations of each pre‐school centre using environment ratings (ECERS‐R and ECERS ‐E) (Sylva et al , 2003 , 2006 ).”
Early achievement in rural China: The role of preschool experience☆ (2012, background): “Prior research has repeatedly shown that children who attend higher-quality ECE programs have better outcomes than children who attend programs of lower quality (e.g., Barnett, 1998; Cost, Quality, and Outcomes, 1995; Dowsett, Huston, Imes, & Gennetian, 2008; NICHD ECCRN, 2005; Sylva et al., 2006).”
The relationship between teacher qualification and the quality of the early childhood education and care environment (2017, background): “As such, ECEC institutions, together with the involvement of parents and caregivers, play a pivotal role in the social, emotional and educational development of the child (Sylva et al., 2006; Warash, Ward, & Rotilie, 2008).”
Early Childhood Assessment: Why, What, and How (2008, methodology): “Early Childhood Environment Rating Scale-Extension The Early Childhood Environment Rating Scale-Extension (ECERS-E; Sylva, Siraj-Blatchford, and Taggart, 2003; Sylva et al., 2006) was developed to supplement the ECERS-R, which was deemed by the authors to be insufficiently sensitive to important tea”
Preschool teaching in Sweden – a profession in change (2011, background): “Thus, the meaning of preschool quality and teacher competence is tied to the influence of culture, context and societal intentions relating to the child and childhood (Moss 2004), as well as to the political and educational intentions for preschool (Sylva et al. 2006).”
Dimensions of pedagogical quality in preschool (2007, methodology): “In England evaluations of quality with ECERS-R have successfully been complemented with ECERS-E which is an evaluating method that was developed to assess curricular aspects of quality and pedagogy (Siraj-Blatchford et al., 2002; Sylva et al., 2006).”
Discerning Pedagogical Quality in Preschool (2009, background): “Unquestionable to the meaning of quality is the influence of culture, context, and intentions of national curricula for preschool 1 (Sylva, Melhuish, Sammons, Siraj‐Blatchford, & Taggart, 2006 ).”
Applicability of the Classroom Assessment Scoring System in Chinese Preschools Based on Psychometric Evidence (2016, methodology): “For example, when the ECERS–Revised was applied in other countries, such as England (Sylva et al., 2006), Chile (Villalon, Suzuki, Herrera, & Mathiesen, 2002), Korea (Lim, 1983), Sweden (Kärrby, 1989; Kärrby & Giota, 1994), Bangladesh (Aboud, 2006), India (Isley, 2000), and China (Li et al., 2014), ”